Connecting to learners means connecting to the tools of their everyday world. Therefore, video games, now ubiquitous among two full generations, must be considered when examining curriculum and instruction. In this session, participants will deconstruct the learning and design concepts behind video games, examine how these concepts align with research-based classroom practice, and explore ways in which gaming should be incorporated into the definition of what it means to be literate in society today.
This document discusses how video games can be incorporated into education. It begins by defining key concepts like game-based learning, serious games, and virtual worlds. It then explores the learning principles found in games, such as active learning, critical thinking, and feedback. The document examines ways that games can be used in schools, such as for teaching mathematics or foreign languages. It also discusses using games as the school curriculum, for example through role-playing games. The document concludes by considering ways to extend game-based learning through machinima, programming, professional learning communities, and things to consider like collaboration versus cheating.
This document discusses the potential educational benefits of incorporating computer games into classroom learning. It provides an overview of research showing that games can facilitate literacy, learning, and 21st century skills through embodied experiences, problem-solving, collaboration, and meaningful social interaction. The document suggests that games represent a new learning environment that shares little with traditional schooling but aligns well with how learning works. It argues that commercial games could support learning if used appropriately and that educators should consider factors like learning objectives and technical resources when designing game-based lessons.
Digital literacy - a new language for disruptionJoyce Hostyn
The document discusses the concept of digital literacy and how it is becoming increasingly important. It notes that 80% of CIOs surveyed felt that their top management was not fully digitally literate. It also contains quotes about how the illiterate of the 21st century will be those who cannot learn, unlearn and relearn. Overall, the document emphasizes that digital literacy and the ability to adapt to changes in digital technology will be crucial for individuals, organizations and societies going forward.
Principles of Games and Simulations -presentation to a games and learning cla...cjbonk
This document contains a summary of research on the educational benefits of simulations and games. It discusses how simulations and games can support learning through scaffolding, problem-driven activities, exploration, interaction, agency, learning by doing, reflection, handling failure, adaptivity, character development, and engagement. Key factors in designing effective game-based learning include providing context and interaction. Research also suggests games may facilitate learning conversations and support Vygotsky's zone of proximal development by providing motivation and feedback.
The document discusses how digital technologies are changing the way we learn and interact. It argues that classrooms need to shift from passive learning to active, collaborative learning where students play, connect, create and engage using technology. Key points include: students are already using technology in their personal lives and it needs to be incorporated into classrooms; teaching must change to develop skills like digital literacy, collective intelligence, and learning across media; the future of learning will emphasize discovery, meaning-making and creativity over memorization of facts.
Gamification: Playful Teaching for Generation-X/-Y/-Z/...Alexandru Iosup
A primer on gamification in higher education, that is, the use of elements commonly found in gaming to create and deliver higher-education units (courses).
This document discusses how video games can be incorporated into education. It begins by defining key concepts like game-based learning, serious games, and virtual worlds. It then explores the learning principles found in games, such as active learning, critical thinking, and feedback. The document examines ways that games can be used in schools, such as for teaching mathematics or foreign languages. It also discusses using games as the school curriculum, for example through role-playing games. The document concludes by considering ways to extend game-based learning through machinima, programming, professional learning communities, and things to consider like collaboration versus cheating.
This document discusses the potential educational benefits of incorporating computer games into classroom learning. It provides an overview of research showing that games can facilitate literacy, learning, and 21st century skills through embodied experiences, problem-solving, collaboration, and meaningful social interaction. The document suggests that games represent a new learning environment that shares little with traditional schooling but aligns well with how learning works. It argues that commercial games could support learning if used appropriately and that educators should consider factors like learning objectives and technical resources when designing game-based lessons.
Digital literacy - a new language for disruptionJoyce Hostyn
The document discusses the concept of digital literacy and how it is becoming increasingly important. It notes that 80% of CIOs surveyed felt that their top management was not fully digitally literate. It also contains quotes about how the illiterate of the 21st century will be those who cannot learn, unlearn and relearn. Overall, the document emphasizes that digital literacy and the ability to adapt to changes in digital technology will be crucial for individuals, organizations and societies going forward.
Principles of Games and Simulations -presentation to a games and learning cla...cjbonk
This document contains a summary of research on the educational benefits of simulations and games. It discusses how simulations and games can support learning through scaffolding, problem-driven activities, exploration, interaction, agency, learning by doing, reflection, handling failure, adaptivity, character development, and engagement. Key factors in designing effective game-based learning include providing context and interaction. Research also suggests games may facilitate learning conversations and support Vygotsky's zone of proximal development by providing motivation and feedback.
The document discusses how digital technologies are changing the way we learn and interact. It argues that classrooms need to shift from passive learning to active, collaborative learning where students play, connect, create and engage using technology. Key points include: students are already using technology in their personal lives and it needs to be incorporated into classrooms; teaching must change to develop skills like digital literacy, collective intelligence, and learning across media; the future of learning will emphasize discovery, meaning-making and creativity over memorization of facts.
Gamification: Playful Teaching for Generation-X/-Y/-Z/...Alexandru Iosup
A primer on gamification in higher education, that is, the use of elements commonly found in gaming to create and deliver higher-education units (courses).
Virtual guides: A Hybrid Approach to Immersive LearningDavid Fliesen
This Paper was presented at GameTech 2012 along with Cynthia Calongne, D.CS of Colorado Technical University about Virtual Guides blending the need for information with feedback and progress checks as learners perform learning activities within virtual world simulations and serious games.
The document discusses the implementation and institutionalization of educational gaming software. It outlines the history of gaming from early systems like Odyssey to modern educational games. While some see games as promoting violence, research shows they can have positive learning benefits. Gaming is currently at the implementation stage, where it is being examined but not fully accepted. For gaming to be fully institutionalized, educators must understand how to harness games to further academic goals and combine popular entertainment with curriculum into a powerful teaching tool.
The document describes a camp that focuses on robotics, virtual reality, and gaming. Students will learn about robot design and programming, experience virtual reality to visit different places, and take their ideas to create video games. The camp aims to develop students' skills in areas like critical thinking, teamwork, and STEM learning in a fun, hands-on way through interactive projects and activities using different technologies.
This document discusses the importance of media literacy education. It provides definitions of media literacy, visual literacy, and transliteracy as the ability to read, write, and interact across various platforms and media. It notes that while media saturated our environment, students are not being equipped with critical thinking skills to navigate it. The document advocates for media literacy instruction across disciplines and calls on educators to acknowledge digital and media literacy as key skills. It explores how to teach media literacy through analyzing images, advertising, and moving images.
The document discusses the impact of various technologies on elementary school children's development. It covers assistive technologies that help children with disabilities participate in activities. It also discusses how mobility devices allow children to explore their environment. The document also addresses how internet/computer use, computer games, television can impact children's physical, cognitive, and social development, noting both benefits and risks of each technology.
Immersive Learning Environments White PaperDavid Wortley
IMMERSIVE LEARNING AND CORPORATE STAFF DEVELOPMENT
WHAT, HOW, WHEN, WHERE, WHY AND WHO?
This white paper explores the role of the latest developments in Immersive Learning practices and technologies in the context of current staff development strategies for corporate environments. It aims to define what Immersive Learning Environments (ILEs) are, how they can and are being used, when and where they can be deployed, why they are important today and who is developing and/or using them.
Immersion in a learning activity is fundamental to its effectiveness. There is a direct correlation between how immersed a learner is and their motivation to develop their skills and competences. Immersion is not necessarily dependent on technology but today, in any crowded place anywhere in the world, you will find human beings fixated with their mobile phones and tablets, oblivious to their surroundings, all of whom are inevitably learning and developing in some way. This phenomenon is symptomatic of the role that technology is playing in revolutionising human learning and development. It is therefore vital to understand how this explosive trend can be harnessed to support corporate learning and development strategies in the most cost effective way.
Digital Literacy - Values in Education Conference 2017Dave Dixon
The document discusses the importance of digital literacy in today's changing digital world. It covers topics like online behaviors, critical literacy strategies, and the need for schools to teach students to safely and responsibly use technology. The overall message is that digital literacy is crucial for students to effectively engage with technology and avoid online risks.
Here are some key online resources for school administrators on 21st century skills:
- New York State Education Department's guide for administrators on 21st century skills: http://www.p12.nysed.gov/technology/21stcenturylearning.html
- ISTE's standards for school administrators on technology leadership: http://www.iste.org/standards/standards-for-administrators
- Crosswalk of NYS standards and ISTE standards: http://www.p12.nysed.gov/technology/crosswalk/
- Louisianna LEADS site (Leadership, Education and Development for School Success) with resources for administrators: http://www.lead
The document discusses how digital game making in the classroom can promote higher-order learning. It notes that today's students are growing up in a world where computers will be vastly more powerful and that students need skills like problem solving, collaboration, and knowledge construction. The document argues that game making allows students to develop these skills by selecting and transforming information to construct new ideas and concepts. It also suggests that game making promotes cognitive, metacognitive, and affective development in students.
Mobile collaborative learning dr.azizah25 octHasnain Zafar
This document discusses exploring learner perceptions of mobile collaborative learning using smart devices. It begins with introducing the topic and background, then outlines the problem statement, research questions, and objectives. The document reviews relevant literature on mobile learning, collaborative learning, and their benefits. It proposes a conceptual framework and mixed methods research design to understand learner perceptions and design effective mobile collaborative learning objects. The overall goal is to reduce pedagogical gaps and promote innovative mobile collaboration activities.
F. Questier, (Disruptive) innovations: education and society, lecture for Chinese Summerschool 'European languages, culture and educational systems', Vrije Universiteit Brussel, 07/07/2014
Educational Game Design for Online EducationHafidzah Aziz
The document discusses educational game design for online education. It begins by outlining some limitations of traditional e-learning and how educational games can help address issues like lack of motivation. It then reviews different approaches to educational game design, including edutainment games tightly linked to content, repurposing existing commercial games, and specially designed games. The document identifies key pedagogical requirements for educational games in online education, such as integration with e-learning standards/platforms and adaptation to individual learners. Finally, it proposes a product-family approach using educational game engines with built-in features to facilitate game development while meeting pedagogical needs.
Since 1960 and throughout the 90's education has witnessed incremental changes in public policy that has ranged from improved practices to big government presidential initiatives starting with Johnston, Regan, Clinton, Bush, and Obama. What may be missing in these incremental changes to improve education are the disruptive technology innovations that have occurred over time when education policy makers were conversing on the ideas of accountability through federal support structures. These were the disruptive innovations that were occurring within society; the technology innovations responsible for the first transistor radio, home computer, and internet. The same disruptive innovations creating a global telecommunication network that encouraged imagination and began to customize individual learning from Web 1.0 (read and write web) to the construction of Web 2.0 (social networks) of share and share alike resources.
Game Based Learning: Developing an Institutional StrategyAnne Derryberry
This document provides an overview of game-based learning and outlines strategies for developing an institutional approach. It discusses trends driving adoption such as student expectations, data analytics, badges, and mobile devices. Challenges include one-off games, integrating learning objectives, accessibility, and cultural barriers. The document proposes an institutional framework including commitment, a center of excellence, grants, maintaining academic quality, faculty readiness support, and assessment tracking.
Gamification, Pandemics, Appropriate Technologies, Classroom Strategies, Rapid Games Prototyping, Data Visualisation, Pattern Recognition, Robot Trust and Big Data Analytics
Welcome to the GAETSS August 2015 E-Newsletter. This newsletter is a mixed bag of new presentations, ideas and opportunities that have arisen over the last month during a trip to Asia for 3 conference events.
The document summarizes preliminary findings from a survey of over 1,100 parents and 300 teachers on their attitudes towards digital media and learning. Key findings include:
- Most parents see the potential for learning in digital media and believe it teaches important 21st century skills, though they were more skeptical in 2008.
- Parents think the internet affords learning several skills but view other platforms like video games and apps as teaching fewer skills.
- Parents get involved in their children's media use primarily to protect them but also to help with comprehension and optimize learning, especially for younger kids.
- Parents encourage more traditional or familiar uses of digital media and actively discourage other uses.
On the Go: Mobile Technologies and LiteracyDawn Armfield
Mobile technologies like smartphones and tablets are increasingly being used for educational purposes but also present some obstacles. Cost, determining appropriate pedagogical uses, gaining student acceptance, and questions around developing new literacies are challenges. Some of the ways mobile technologies are being used include lectures, engaging students, supporting meaning-making, and facilitating teacher-student interaction. Research also shows that students are actively using mobile devices for both learning and social activities in ways that reflect the development of new media literacies.
Human Learning Online and Teaching Online Shalin Hai-Jew
Learners will…
consider how humans learn
review how humans learn online
study various types of online learning designs
review instructional design methods and standards
consider technical considerations in building online learning
explore various types of online learning designs
consider how online learning data may inform evolving learning designs
This document provides an agenda and resources for a workshop on digital citizenship for PYP educators. It includes introductions, terminology, opportunities for reflection, and discussions of key concepts like the three areas of digital citizenship (safety, skills, interaction), 21st century skills, the IB learner profile, and implications of web 2.0 and 3.0 technologies. Participants collaborate on an online glossary and revise definitions of the learner profile to consider digital opportunities. The goal is to help educators prepare students for a world impacted by rapid technological change through developing responsible digital citizenship.
The document provides costume inspiration for a women's chorus spring concert based on 1950s teenage fashion. It suggests dresses, skirts, tops, and accessories appropriate for the late 1950s based on popular television shows at the time. Outfits should emulate the simple, modest styles seen on shows like Father Knows Best and Leave It To Beaver featuring solid colors, below-the-knee skirts, sweater sets, and accessories like ballets slippers and headbands.
La Universidad Al Servicio Del Medio Ambiente2NidiaOrtiz
La universidad puede ampliar sus servicios a la industria mediante proyectos de investigación y trabajos de grado para desarrollar y aplicar tecnologías de tratamiento de contaminantes gaseosos, líquidos y sólidos. Esto ayudaría a las pequeñas y medianas industrias cercanas a las ciudades a cumplir con la normatividad ambiental y reducir su contaminación, capacitándolas en las tecnologías disponibles y desarrollando nuevas soluciones para diferentes tipos de contaminantes. La universidad cuenta con estudiantes, profesores
Virtual guides: A Hybrid Approach to Immersive LearningDavid Fliesen
This Paper was presented at GameTech 2012 along with Cynthia Calongne, D.CS of Colorado Technical University about Virtual Guides blending the need for information with feedback and progress checks as learners perform learning activities within virtual world simulations and serious games.
The document discusses the implementation and institutionalization of educational gaming software. It outlines the history of gaming from early systems like Odyssey to modern educational games. While some see games as promoting violence, research shows they can have positive learning benefits. Gaming is currently at the implementation stage, where it is being examined but not fully accepted. For gaming to be fully institutionalized, educators must understand how to harness games to further academic goals and combine popular entertainment with curriculum into a powerful teaching tool.
The document describes a camp that focuses on robotics, virtual reality, and gaming. Students will learn about robot design and programming, experience virtual reality to visit different places, and take their ideas to create video games. The camp aims to develop students' skills in areas like critical thinking, teamwork, and STEM learning in a fun, hands-on way through interactive projects and activities using different technologies.
This document discusses the importance of media literacy education. It provides definitions of media literacy, visual literacy, and transliteracy as the ability to read, write, and interact across various platforms and media. It notes that while media saturated our environment, students are not being equipped with critical thinking skills to navigate it. The document advocates for media literacy instruction across disciplines and calls on educators to acknowledge digital and media literacy as key skills. It explores how to teach media literacy through analyzing images, advertising, and moving images.
The document discusses the impact of various technologies on elementary school children's development. It covers assistive technologies that help children with disabilities participate in activities. It also discusses how mobility devices allow children to explore their environment. The document also addresses how internet/computer use, computer games, television can impact children's physical, cognitive, and social development, noting both benefits and risks of each technology.
Immersive Learning Environments White PaperDavid Wortley
IMMERSIVE LEARNING AND CORPORATE STAFF DEVELOPMENT
WHAT, HOW, WHEN, WHERE, WHY AND WHO?
This white paper explores the role of the latest developments in Immersive Learning practices and technologies in the context of current staff development strategies for corporate environments. It aims to define what Immersive Learning Environments (ILEs) are, how they can and are being used, when and where they can be deployed, why they are important today and who is developing and/or using them.
Immersion in a learning activity is fundamental to its effectiveness. There is a direct correlation between how immersed a learner is and their motivation to develop their skills and competences. Immersion is not necessarily dependent on technology but today, in any crowded place anywhere in the world, you will find human beings fixated with their mobile phones and tablets, oblivious to their surroundings, all of whom are inevitably learning and developing in some way. This phenomenon is symptomatic of the role that technology is playing in revolutionising human learning and development. It is therefore vital to understand how this explosive trend can be harnessed to support corporate learning and development strategies in the most cost effective way.
Digital Literacy - Values in Education Conference 2017Dave Dixon
The document discusses the importance of digital literacy in today's changing digital world. It covers topics like online behaviors, critical literacy strategies, and the need for schools to teach students to safely and responsibly use technology. The overall message is that digital literacy is crucial for students to effectively engage with technology and avoid online risks.
Here are some key online resources for school administrators on 21st century skills:
- New York State Education Department's guide for administrators on 21st century skills: http://www.p12.nysed.gov/technology/21stcenturylearning.html
- ISTE's standards for school administrators on technology leadership: http://www.iste.org/standards/standards-for-administrators
- Crosswalk of NYS standards and ISTE standards: http://www.p12.nysed.gov/technology/crosswalk/
- Louisianna LEADS site (Leadership, Education and Development for School Success) with resources for administrators: http://www.lead
The document discusses how digital game making in the classroom can promote higher-order learning. It notes that today's students are growing up in a world where computers will be vastly more powerful and that students need skills like problem solving, collaboration, and knowledge construction. The document argues that game making allows students to develop these skills by selecting and transforming information to construct new ideas and concepts. It also suggests that game making promotes cognitive, metacognitive, and affective development in students.
Mobile collaborative learning dr.azizah25 octHasnain Zafar
This document discusses exploring learner perceptions of mobile collaborative learning using smart devices. It begins with introducing the topic and background, then outlines the problem statement, research questions, and objectives. The document reviews relevant literature on mobile learning, collaborative learning, and their benefits. It proposes a conceptual framework and mixed methods research design to understand learner perceptions and design effective mobile collaborative learning objects. The overall goal is to reduce pedagogical gaps and promote innovative mobile collaboration activities.
F. Questier, (Disruptive) innovations: education and society, lecture for Chinese Summerschool 'European languages, culture and educational systems', Vrije Universiteit Brussel, 07/07/2014
Educational Game Design for Online EducationHafidzah Aziz
The document discusses educational game design for online education. It begins by outlining some limitations of traditional e-learning and how educational games can help address issues like lack of motivation. It then reviews different approaches to educational game design, including edutainment games tightly linked to content, repurposing existing commercial games, and specially designed games. The document identifies key pedagogical requirements for educational games in online education, such as integration with e-learning standards/platforms and adaptation to individual learners. Finally, it proposes a product-family approach using educational game engines with built-in features to facilitate game development while meeting pedagogical needs.
Since 1960 and throughout the 90's education has witnessed incremental changes in public policy that has ranged from improved practices to big government presidential initiatives starting with Johnston, Regan, Clinton, Bush, and Obama. What may be missing in these incremental changes to improve education are the disruptive technology innovations that have occurred over time when education policy makers were conversing on the ideas of accountability through federal support structures. These were the disruptive innovations that were occurring within society; the technology innovations responsible for the first transistor radio, home computer, and internet. The same disruptive innovations creating a global telecommunication network that encouraged imagination and began to customize individual learning from Web 1.0 (read and write web) to the construction of Web 2.0 (social networks) of share and share alike resources.
Game Based Learning: Developing an Institutional StrategyAnne Derryberry
This document provides an overview of game-based learning and outlines strategies for developing an institutional approach. It discusses trends driving adoption such as student expectations, data analytics, badges, and mobile devices. Challenges include one-off games, integrating learning objectives, accessibility, and cultural barriers. The document proposes an institutional framework including commitment, a center of excellence, grants, maintaining academic quality, faculty readiness support, and assessment tracking.
Gamification, Pandemics, Appropriate Technologies, Classroom Strategies, Rapid Games Prototyping, Data Visualisation, Pattern Recognition, Robot Trust and Big Data Analytics
Welcome to the GAETSS August 2015 E-Newsletter. This newsletter is a mixed bag of new presentations, ideas and opportunities that have arisen over the last month during a trip to Asia for 3 conference events.
The document summarizes preliminary findings from a survey of over 1,100 parents and 300 teachers on their attitudes towards digital media and learning. Key findings include:
- Most parents see the potential for learning in digital media and believe it teaches important 21st century skills, though they were more skeptical in 2008.
- Parents think the internet affords learning several skills but view other platforms like video games and apps as teaching fewer skills.
- Parents get involved in their children's media use primarily to protect them but also to help with comprehension and optimize learning, especially for younger kids.
- Parents encourage more traditional or familiar uses of digital media and actively discourage other uses.
On the Go: Mobile Technologies and LiteracyDawn Armfield
Mobile technologies like smartphones and tablets are increasingly being used for educational purposes but also present some obstacles. Cost, determining appropriate pedagogical uses, gaining student acceptance, and questions around developing new literacies are challenges. Some of the ways mobile technologies are being used include lectures, engaging students, supporting meaning-making, and facilitating teacher-student interaction. Research also shows that students are actively using mobile devices for both learning and social activities in ways that reflect the development of new media literacies.
Human Learning Online and Teaching Online Shalin Hai-Jew
Learners will…
consider how humans learn
review how humans learn online
study various types of online learning designs
review instructional design methods and standards
consider technical considerations in building online learning
explore various types of online learning designs
consider how online learning data may inform evolving learning designs
This document provides an agenda and resources for a workshop on digital citizenship for PYP educators. It includes introductions, terminology, opportunities for reflection, and discussions of key concepts like the three areas of digital citizenship (safety, skills, interaction), 21st century skills, the IB learner profile, and implications of web 2.0 and 3.0 technologies. Participants collaborate on an online glossary and revise definitions of the learner profile to consider digital opportunities. The goal is to help educators prepare students for a world impacted by rapid technological change through developing responsible digital citizenship.
The document provides costume inspiration for a women's chorus spring concert based on 1950s teenage fashion. It suggests dresses, skirts, tops, and accessories appropriate for the late 1950s based on popular television shows at the time. Outfits should emulate the simple, modest styles seen on shows like Father Knows Best and Leave It To Beaver featuring solid colors, below-the-knee skirts, sweater sets, and accessories like ballets slippers and headbands.
La Universidad Al Servicio Del Medio Ambiente2NidiaOrtiz
La universidad puede ampliar sus servicios a la industria mediante proyectos de investigación y trabajos de grado para desarrollar y aplicar tecnologías de tratamiento de contaminantes gaseosos, líquidos y sólidos. Esto ayudaría a las pequeñas y medianas industrias cercanas a las ciudades a cumplir con la normatividad ambiental y reducir su contaminación, capacitándolas en las tecnologías disponibles y desarrollando nuevas soluciones para diferentes tipos de contaminantes. La universidad cuenta con estudiantes, profesores
El documento habla sobre un nuevo procesador de palabra llamado "Palabra" en lugar de "Palavra". Contiene errores graves que obligan al usuario a cerrar la aplicación de inmediato. El sistema también parece estar teniendo dificultades para cerrarse por completo a pesar de los intentos del usuario.
This educational document for early childhood learning asks the child to name animals in different exercises, providing feedback such as "Oops! Try Again..." or "Great Job!" when they answer correctly or incorrectly. It quizzes the child on naming common animals such as dogs, cats, fish and birds.
La mayoría de los encuestados creen que existe una necesidad de capacitar a los técnicos municipales en el manejo de aguas residuales en Marinilla. Mientras que aproximadamente la mitad de los encuestados no realizan tratamiento de aguas servidas antes de desecharlas, una cuarta parte sí lo hacen y una pequeña proporción no está segura.
This short document appears to be instructions for advancing to the next photo, likely on a device of some sort. It simply states "Click to advance to the next photo" without providing any other context or details. The goal seems to be to notify the user that they can click in order to view the subsequent photo.
¿Cómo ser feliz sin lesionar a nadie, sino al contrario, prodigando alegría y felicidad en el entorno?
La felicidad, a veces algo inefable, algo dificultoso de definir para muchos individuos, debe ser objeto de una incesante y constante búsqueda.
La felicidad por momentos parece esquiva y parece depender del entorno, pero en realidad la felicidad está dentro de nosotros mismos.
This document provides contact information for DP Overseas Investments regarding Sandy Beach Villas in Cyprus. It lists the name Deborah Parsons and an email address and phone number for reaching out about properties located at Sandy Beach Villas in Cyprus.
O blog "Louca Apaixonada" foi criado em 2013 por Tainara Mallet, de 15 anos, para compartilhar seus interesses em moda, decoração, maquiagem e estilo de vida. O blog atrai principalmente mulheres entre 15 e 34 anos e discute temas como dicas de moda e decoração. Ele recebe 400 visitas diárias e 4.300 mensais, principalmente do Brasil, Estados Unidos e Portugal. O blog trabalha com empresas parceiras por meio de resenhas e cupons de desconto.
This document discusses social media in Japan and its key features. It summarizes several major social networking sites in Japan including Mixi, Mobage, Gree, 2ch, Niconico, and others. It outlines characteristics of Japanese social media such as the preference for mobile use, anonymity, simplicity, and asking strangers for advice. It also describes common behaviors on these sites such as "yominige" which is reading friends' updates without commenting.
Dokumen tersebut membahas tentang sistem operasi pendukung yang meliputi ERP, CRM, dan SCM. ERP digunakan untuk mengintegrasikan proses bisnis perusahaan, CRM digunakan untuk mengelola hubungan dengan pelanggan, sedangkan SCM digunakan untuk mengelola rantai pasokan perusahaan."
This presentation attempts to place virtual worlds and immersive games within the larger metaverse, provide a look at the planning and pedagogy behind their use and then provides examples of pedagogy in action in virtual worlds. Let me know if you think it succeeded. If you plan to embed or use this at a presentation, please let me know in the comments.
The document discusses integrating technology into classroom instruction through group activities and discussions. It will emphasize using technology to support higher-order thinking skills like complex problem solving and collaboration. The agenda includes topics like 21st century skills, project-based learning, and tools for collaboration and authentic learning experiences.
José Bidarra from Universidade Aberta gave a presentation about Mobile Learning & New Trends as part of the online events by expert pool Institutional Support within EMPOWER.
The document discusses how failure is viewed differently in Silicon Valley compared to Europe. In Silicon Valley, failure is seen as a normal part of innovating and entrepreneurs are encouraged to "fail fast and fail often." Failure is more of a badge of honor and learning experience. In contrast, failure carries a much greater stigma in Europe where bankruptcy can be more punitive and seen as a personal tragedy. This difference in culture influences the level of risk-taking and entrepreneurship.
The document discusses how failure is viewed differently in Silicon Valley versus Europe. In Silicon Valley, failure is seen as a normal part of innovating and entrepreneurs are encouraged to "fail fast and fail often." Failure is more of a badge of honor and learning experience. In contrast, failure carries a much greater stigma in Europe where bankruptcy is more punitive and failure is seen as a personal tragedy. The freedom to fail without stigma in the U.S. helps fuel more risk-taking and entrepreneurship.
The document discusses how failure is viewed differently in Silicon Valley versus Europe. In Silicon Valley, failure is seen as a normal part of innovating and entrepreneurs are encouraged to "fail fast and fail often." Failure is more of a badge of honor and learning experience. In contrast, failure carries a much greater stigma in Europe where bankruptcy is more punitive and failure is seen as a personal tragedy. The freedom to fail without stigma in the U.S. helps fuel more risk-taking and entrepreneurship.
Introduction to Game-based & Virtual Environmentsgstapltn
This document provides an introduction to integrating game-based and virtual learning environments into simulation curricula. It begins with presenter disclosures and learning objectives. Key topics include terminology related to virtual worlds, avatars, and pedagogical approaches like experiential learning. Contemporary expectations of digital natives are also discussed. The document demonstrates a virtual environment called CliniSpace and provides examples of how virtual simulation can complement other forms of simulation. It concludes with references.
The document discusses digital literacy and its importance in education. It defines digital literacy as the ability to understand and use information from various digital sources in an ethical manner. It highlights how technology and digital tools can enhance learning by allowing collaboration, problem solving, and sharing of knowledge. The document advocates embracing technology and digital literacy to extend our own knowledge through hands-on and proactive learning approaches.
The document discusses integrating technology into classroom instruction. It describes how participants will learn to incorporate technology to support higher-order thinking skills and 21st century skills like collaboration. An agenda is provided covering topics like technology planning, project-based learning, Google tools, games for learning, and differentiated instruction using technology.
The document summarizes a presentation about integrating technology into classroom instruction. It discusses using technology to support higher-order thinking skills and collaboration through activities like project-based learning. Examples provided include using tools like Google Docs, visual ranking activities, and primary source materials to engage students in authentic tasks. Differentiation strategies are also addressed to meet varied student needs with technology.
Slides from my keynote presentation for The League for Innovation's Conference for Information Technology 2009 http://www.league.org/2/conferences/cit/2009/index.cfm
The document discusses the characteristics of the "Net Generation" or students who have grown up with technology. It notes that these students spend much more time using digital media than reading books or newspapers. They are comfortable with visuals and multi-tasking. The document advocates teaching students 21st century skills like information literacy, problem solving, and lifelong learning to prepare them for a digital world.
The document discusses the characteristics of the "Net Generation" or students born after 1982 who have grown up with technology. It notes that these students spend much more time using computers, video games, and the internet than reading books or in classrooms. As a result, they learn differently and educators must adapt teaching approaches to their skills with visuals, games, multitasking and finding information online rather than traditional lectures. The document advocates for teaching students 21st century skills like problem solving, collaboration and information literacy through inquiry-based learning rather than memorization.
First of a two part workshop on MUVEs in education given at the Open Classroom Conference, Stockholm, October 2007. Further details available at http://warburton.typepad .com
Video Games as Learning Tools & Making Games as Systems ThinkingMichelle
Playing and making video games – classroom appropriate? Games encompass many new media literacy skills and allow opportunities to develop analytical, systems, and problem-solving skills. There are three ways to use games with students: play an existing game, you make a game, and students make a game.
Human Computer Interface factors in virtual learning environment MohsenFarahani8
hci factors in technology enhanced learning.
how gamification and learning theories and hci meet. presentation in Iran University of Science and Technology
learning in a networked world: the role of social media and augmented learning.
Keynote presentation to the New Educator Program Hedley Beare Centre for Teaching and Learning 23-25 August 2011
Media literacy in the 21st century isacs 2012lmittler
This document discusses skills needed for success in the 21st century. It identifies seven key skills: critical thinking, collaboration, agility, initiative, communication, analyzing information, and curiosity. Media literacy is also discussed as an important competency. Students should develop skills with technology tools, build relationships to solve problems, design information for various audiences, and manage multiple streams of data. Developing these skills will help students learn through experience and apply their knowledge.
The document provides an overview of a presentation on educational technology in Reading Public Schools. It discusses the differences between educational technology and technology education. It outlines the current state of educational technology and future planning. It also discusses 21st century skills and standards, including the Partnership for 21st Century Skills framework and Massachusetts' recommended K-12 technology literacy standards.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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 ...
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
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
2. Gaming and Learning
Catherine V. Parsons
Assistant Superintendent for Curriculum,
Instruction, and Pupil Personnel Service
Pine Plains Central School District, NY
iSLaka: Victoria Gloucester
WoW: Vyktorea
3. Description
Connecting to learners means connecting to the tools of
their everyday world. Therefore, video games, now
ubiquitous among two full generations, must be
considered when examining curriculum and instruction.
In this session, participants will deconstruct the
learning and design concepts behind video games,
examine how these concepts align with research-based
classroom practice, and explore ways in which gaming
should be incorporated into the definition of what it
means to be literate in society today.
9. VIDEO GAME
Take one minute and write
down the first 5 words or
phrases that come to mind
when you hear the words
“VIDEO GAME”.
10. Learning Path for Today
Fundamental Beliefs and Definitions
Learning Concepts, Engagement (and Gaming)
What we can learn (and children are
learning) from games
Using Games in School
Using Games AS School
Extending Games
Inquiries
11. Learning Path for Today
Fundamental Beliefs and Definitions
Learning Concepts and Gaming (Engagement)
What we can learn (and children are
learning) from games
Using Games in School
Using Games AS School
Extending Games
Inquiries
12. Role of Education in Society
Understanding education in the context of
society assists in understanding the intent
and effectiveness of the institution (Pai &
Adler, 2001).
Pai and Adler (2001) noted education, “… can
be viewed as the deliberate means by which
each society attempts to transmit and
perpetuate its notion of the good life…
derived from…belief[s] concerning the nature
of the world, knowledge, and values” (p. 4).
13. Authentic Education
In order for students to obtain an authentic
education, they must discover, think, act,
make mistakes, and live. Educational
institutions are accountable for a design
that allows processes to take place in order
for students to learn to be learners and
become motivated through experiences.
14. Interplay
“It is important to acknowledge that within a
constructivist paradigm of learning, technology
tools do not evoke the dynamics of a learning
community, but rather these dynamics are the
result of the interplay between content, the
instructor, and the learners. Although, the
affordances of tools may influence
opportunities for discourse and interaction,
virtual worlds are another tool for teaching
and learning” (Dickey, 2005, p. 132).
15. Ubiquitous
Non-traditional and more constructivist approaches to teaching and
learning generate “student satisfaction, interest, engagement, and
retention” (Sanborn, Sanotos, Montgomery, & Caruthers, 2007, p.
29). New technology tools require non-traditional approaches,
however when educators are faced with planning for ubiquitous
technology use they tend to produce tasks that focus on lower
order cognitive skills and lower levels of learning lacking
constructivist design (Gillespie, 1998; Howard, 2004). The use of
technological tools of a society is important to the future success
of students becoming productive members of that society (Papert
& Caperton, 1999). Howard (2004) questioned the very nature
technology in education. Is it precisely the unknown transformative
nature of the technologies themselves that creates the stagnating
fear of adoption due to the possible change impact on the system.
16. “It takes a lot of courage to release
the familiar and seemingly secure, to
embrace the new. But there is no
real security in what is no longer
meaningful. There is more security in
the adventurous and exciting, for in
movement there is life, and in change
there is power.”
Alan Cohen
18. Game-Based Learning
(GBL)
“Applications using the
characteristics of video and
computer games to create engaging
and immersive learning experiences
for delivering specified learning
goals, outcomes and experiences”.
JISC (Joint Information Systems Committee)
http://www.jisc.ac.uk/whatwedo/programmes/elearning_innovation/eli_outcomes.aspx
19. Computer -vs- Console
“A video game console is an interactive
entertainment computer or electronic device that
produces a video display signal which can be used
with a display device (a television, monitor, etc.) to
display a video game. The term "video game
console" is used to distinguish a machine designed
for consumers to buy and use solely for playing
video games from a personal computer, which has
many other functions...”
http://en.wikipedia.org/wiki/Video_game_console
20. Serious Games
“A serious game is a term used to refer to a
software or hardware application developed with
game technology and game design principles for
a primary purpose other than pure
entertainment. The Serious adjective is generally
appended to refer to products used by
industries like defense, education, scientific
exploration, health care, emergency management,
city planning, engineering, religion, and politics.”
http://en.wikipedia.org/wiki/Serious_games
21. MMORPG
A massively multiplayer online role-
playing game (MMORPG) is a genre
of computer role-playing games
(CRPGs) in which a large number of
players interact with one another in
a virtual world.
http://en.wikipedia.org/wiki/Mmorpg
22. Virtual World (MUVE)
“A Virtual World is a
computer-based simulated
environment intended for its
users to inhabit and interact
via avatars.”
en.wikipedia.org/wiki/Virtual_world
25. Simulation
The imitation of the reality for studying the effect of
changing parameters in a model as a means of
preparing a decision: www.eyefortransport.com/
glossary/st.shtml
In simulated spaces learners, “cooperate... collaborate...
make effective decisions under stress... take prudent
risks in pursuit of objectives... make ethical and moral
decisions... employ scientific deduction... are quicker to
master and apply new skills and information... think
laterally and strategically... persist and solve difficult
problems... understand and deal with foreign cultures...
and manage businesses and people” (Prensky, 2007).
27. Learning Path for Today
Fundamental Beliefs and Definitions
Learning Concepts and Gaming (Engagement)
What we can learn (and children are
learning) from games
Using Games in School
Using Games AS School
Extending Games
Inquiries
30. Learning
Learning is the acquisition and development of memories and behaviors,
including skills, knowledge, understanding, values, and wisdom. It is the
goal of education, and the product of experience: http:/ /en.wikipedia.org/
wiki/Learning
An exercise of constructing personal knowledge that requires the learner
to be mentally active rather than passive; interpreting rather than
recording information: www.maine.gov/education/highered/Glossary/
Glossary.htm
The change in behaviour that results from experience and practice:
http://wps.pearsoned.co.uk/wps/media/objects/1452/1487687/glossary/
glossary.html
A change in the behavior of the learner as a result of experience. The
behavior can be physical and overt, or it can be intellectual or
attitudinal: www.rotc.monroe.army.mil/helpdesk/definitions-1/terms.htm
31. Engagement
“What happens outside of us has a lot
to do with what we choose to do, but
the outside event does not cause the
behavior. What we get, and all we
ever get, from the outside is
information; how we choose to act on
that information is up to us” (Glasser,
1990, p. 41).
32. Teaching
In education, teachers are those who help students or
pupils learn, often in a school. The objective is typically
a course of study, lesson plan, or a practical skill,
including learning and thinking skills. The different ways
to teach are often referred to as the teacher's
pedagogy: http:/ /en.wikipedia.org/wiki/Teaching
Arranging conditions to bring about learning as planned:
http://members.aol.com/JohnEshleman/glossary.html
The activities of educating or instructing; activities that
impart knowledge or skill: http:/ /wordnet.princeton.edu/
perl/webwn
33. Engagement
“People control their own experiences.
The only way you can truly get them to
behave as you wish is through the
threat or actuality of overwhelming
superior physical force - and even that
is only a temporary solution” (Powers,
1998, p. 122).
Perpetual Control Theory
34. Literacy
The ability to read and write http://
wordnet.princeton.edu/perl/webwn
The traditional definition of literacy is considered to be
the ability to read and write, or the ability to use
language to read, write, listen, and speak: http://
en.wikipedia.org/wiki/Literacy
The ability to read, write, communicate, and
comprehend: http:/ /www.educationoasis.com/curriculum/
Reading/glossary_reading_terms.htm
35. Engagement
“Motivation is a key aspect of effective learning but
motivation needs to be sustained through feedback
responses, reflection and active involvement in order for
designed learning to take place. Therefore the key
challenge for effective learning with games is for the
learner to be engaged, motivated, supported and
interested but also importantly for the learning to be
undertaken in relation to clear learning outcomes as well
as being made relevant to real world contexts of practice.
A key challenge for designers then is to get the correct
balance between delightful play and fulfilling specified
learning outcomes”.
JISC (Joint Information Systems Committee)
http://www.jisc.ac.uk/whatwedo/programmes/elearning_innovation/eli_outcomes.aspx
36. Play
“A like balance in mental life characterizes process and
play and product. We met one important phase of this
adjustment in considering play and work. In play,
interest centers in activity, without much reference to
its outcome. The sequence of deeds, images, emotions,
suffices on its own account. In work, the end holds
attention and controls the notice given to means. Since
the difference is one of direction of interest, the
contrast is one of emphasis, not of cleavage. When
comparative prominence in consciousness of activity or
outcome is transformed into isolation of one from the
other, play degenerates into fooling, and work into
drudgery” (Dewey, 1910, p. 217).
38. Engagement
“The intellectual harm accruing from
divorce of work and play, product and
process, is evidenced in the proverb, "All
work and no play makes Jack a dull boy."
That the obverse is true is perhaps
sufficiently signalized in the fact that
fooling is so near to foolishness. To be
playful and serious at the same time is
possible, and it defines the ideal mental
condition” (Dewey, 1910, p. 218).
39. 21 Research-based Instructional
Strategies
Taking student readiness into
account Providing contiguity
Defining instructional Using repetition effectively
expectations Utilizing unifiers
Providing instructional evaluation Providing one-to-one tutoring
Providing corrective instruction Utilizing reminders
Keeping students on task Utilizing teamwork
Maximizing teaching time Reducing student teacher ratio
Providing ample learning time below 21 to 1
Providing transfer of learning Clarifying communication
instruction Utilizing question and answer
Providing decision-making instruction
instruction Utilizing computerized instruction
Providing prediction and Utilizing demonstrations
problem-solving instruction
40.
41. Learning Principles in Gaming
Active, critical learning principle Intertextual principle
Design principle Multimodal principle
Semiotic principle “Material Intelligence” principle
Semiotic domains principle Intuitive knowledge principle
Metalevel thinking principle about Subset principle
semiotic domains principle Incremental principle
“Psychosocial Moratorium” principle Concentrated sample principle
Committed learning principle Bottom-up basic principle
Identity principle Explicit information on-demand and just-in-
Self-knowledge principle time principle
Amplification of input principle Discovery principle
Achievement principle Transfer principle
Practice principle Cultural models of the world principle
Ongoing learning principle Cultural models about learning principle
“Regime of Competence” principle Cultural models about semiotic domains
Probing principle principle
Multiple routes principle Distributed principle
Situated Meaning Principle Dispersed principle
Text principle Affinity group principle
Insider principle
84. Considerations...
“The use of game-based learning can
change not just what is learnt but also
significantly how we learn, for this reason
it is important to consider all the possible
implications of adopting game-based
learning in your practice such as context
of use, duration of study periods,
technical support, community of
practitioners”.
JISC (Joint Information Systems Committee)
http://www.jisc.ac.uk/whatwedo/programmes/elearning_innovation/eli_outcomes.aspx
85. Learning Path for Today
Fundamental Beliefs and Definitions
Learning Concepts and Gaming (Engagement)
What we can learn (and children are
learning) from games
Using Games in School
Using Games AS School
Extending Games
Inquiries
98. Subject Areas
English Foreign Language
Science ELL
History Drama
Art FACS
Music Health
Physical Education CDOS
Mathematics Technology
99. Learning Path for Today
Fundamental Beliefs and Definitions
Learning Concepts and Gaming (Engagement)
What we can learn (and children are
learning) from games
Using Games in School
Using Games AS School
Extending Games
Inquiries
104. Learning Path for Today
Fundamental Beliefs and Definitions
Learning Concepts and Gaming (Engagement)
What we can learn (and children are
learning) from games
Using Games in School
Using Games AS School
Extending Games
Inquiries
106. Machinima
“Machinima is real-world filmmaking
techniques applied within an interactive
virtual space where characters and
events can be either controlled by
humans, scripts or artificial
intelligence.”
http://www.machinima.org/machinima-faq.html
115. Learning Path for Today
Fundamental Beliefs and Definitions
Learning Concepts and Gaming (Engagement)
What we can learn (and children are
learning) from games
Using Games in School
Using Games AS School
Extending Games
Inquiries
119. Play
“Mental play is open-mindedness, faith in the
power of thought to preserve its own integrity
without external supports and arbitrary
restrictions. Hence free mental play involves
seriousness, the earnest following of the
development of subject-matter. It is incompatible
with carelessness or flippancy, for it exacts
accurate noting of every result reached in order
that every conclusion may be put to further
use” (Dewey, 1910, p. 219).
120. Fundamental Belief:
“It is important to acknowledge that within a
constructivist paradigm of learning, technology
tools do not evoke the dynamics of a learning
community, but rather these dynamics are the
result of the interplay between content, the
instructor, and the learners. Although, the
affordances of tools may influence opportunities
for discourse and interaction, virtual worlds are
another tool for teaching and learning” (Dickey,
2005, p. 132).
122. Contact Information
Catherine V. Parsons:
c.parsons@ppcsd.org
http://www.catherinevictoria.net
iSLaka: Victoria Gloucester:
victoria.gloucester@gmail.com
http://
www.victoriagloucester.net
Skype: victoriagloucester
Twitter: vgloucester
iWoWaka: Vyktorea
Realm: US - Sisters of Elune
Alliance
Cognitive Dissonance
123. References
Dewey, J. (1910). How we think. Retrieved from http://books.google.com/books?id=WF0AAAAAMAAJ&dq=how+we+think+dewey+1910.
Dewey, J. (1997 - Original Work published 1959). Experience and education. New York: Touchstone Books.
Dickey, M. (2005). Brave New (Interactive) Worlds: A review of the design affordances and constraints of two 3D virtual worlds as interactive learning environments.
Interactive Learning Environments, 13(1), p. 121 - 137. Retrieved from EbscoHost.
Friedman, M., Harwell, D.H., & Schnepel, K. C. (2006). Effective instruction: A handbook of evidence-based strategies. Columbia, SC: The Institute for Evidence-Based Decision-
Making in Education.
Gee, J. (2003). What video games have to teach us about learning and literacy. NY, Palgrave Macmillan.
Gee, J. (2007). Good vide games + good learning: Collected essays on video games, learning, and literacy. New York, NY: Peter Lang Publishing, Inc.
Gillespie, F. (1998). Instructional design for the new technologies. New Directions for Teaching and Learning, 76, p. 39 - 52.
Glasser, W. (1990). The quality school: Managing students without coercion. New York, NY: Perennnial Library.
Howard, A. (2004). American studies and the new technologies: New paradigms for teaching and learning. Rethinking History, 8(20), p. 277 - 291.
Jasko, S. (1997). Education and assessment: How do we measure a game? Education, 118(1), 18-21. Retrieved from ProQuest Education Journals database. (Document ID:
21746439).
Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. New Jersey: Prentice-Hall.
Kolb, D., Rubin, I., & Osland, J. (1991). Organizational behavior: An experiential approach (5th edition) Englewood Cliffs, N J: Prentice-Hall.
Malone, T., & Lepper, M. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. In R.E. Snow and M. J. Farr (Eds). APtitude, learning and instruction III:
Cognitive and affective process analyses. Hillsdale, NJ: Eribaum, 1987.
Pai, Y., & Adler, S. A. (2001). Cultural foundations of education (3rd ed.). Upper Saddle River, NJ: Merrill/Prentice-Hall.
Papert, S. & Caperton, G. (1999). Vision for education: The Caperton-Papert platform. 91st annual National Governors' Association. St. Louis, Missouri. Retrieved from http://
www.papert.org/articles/Vision_for_education.html.
Prensky, M. (2007). Simulation nation. Edutopia. Retrieved March 26, 2007.
Powers, W. (1998). Making sense of behavior: The meaning of control. New Canaan, CT: Benchmark Publications.
Sanborn, R., Sanotos, A., Montgomery, A., & Caruthers, J. (2005). Four scenarios for the future of education. The Futurist, 38(7), p 26 - 30.
Sullo, B. (2007). Activating the desire to learn. VA: Association for Supervision and Curriculum Development.