Rob Catto spoke about the games programme at Full Sail Real World Education, one of the top 5 games courses in the world.
For more information visit:
http://www.pixel-lab.co.uk
http://www.gamesedu.co.uk
eLearning and the Future through Fact or FishyKarl Kapp
This document discusses the use of games and gamification in learning. It provides examples of how companies have successfully used games and gamification to engage employees in training. Research shows that games can be more effective than lectures at promoting different types of learning and retention. Effective elements of gamification include challenges, stories, avatars, feedback and allowing learners to fail. The document advocates using stories, characters, and interactivity to engage learners rather than relying on lectures or bulleted lists. It presents evidence that games can influence real-world behaviors in a positive way.
This document discusses situated learning theory and its key principles of authentic learning environments. Situated learning promotes authentic activities that reflect real-world tasks, allows learners to observe expert modeling and receive coaching, and encourages collaboration, reflection and articulation of ideas. It emphasizes social learning through communities of practice and zones of proximal development to scaffold learning. The document questions whether this approach to teaching and learning is effective.
Game design elements could be used to improve policy outcomes related to health, environment, and civic participation. However, using games for policy-making promises both opportunities and challenges. It promises to design rule systems that holistically address behaviors and experiences rather than just outcomes. But it also risks unintended consequences from how participation is structured and power distributed, as well as gaming the system to resist unrealistic targets. Overall, game design applied to policy holds promise if issues around legitimacy, transparency, and system gaming are adequately addressed.
The document describes an interactive game about the 5 senses (hearing, smell, sight, taste, and touch) for children to learn. It asks questions to test their knowledge about which body parts correspond to each sense and examples of objects that can be experienced with each sense. Upon answering the multiple choice questions correctly, it provides positive feedback and moves to the next question, or allows the player to try again if incorrect. At the end, it congratulates the player on completing the game and allows them to start over from the beginning.
App Annie Index for Music- September 2014App Annie
Music listening apps dominate the mobile music market, accounting for over 70% of downloads and revenue from top apps. Streaming services are growing in popularity as improvements to mobile networks and cloud storage allow people to access large music libraries without using local storage. Music creation apps are also growing as people can use them to simulate instruments, record and share music easily on their mobile devices.
The International Game Developers Association (IGDA) is a non-profit organization that aims to strengthen game development education. It created a Curriculum Framework to guide the development of game-related educational programs and define the core topics and skills needed, such as critical game studies, game design, programming, and visual/audio design. The framework is meant as a guiding resource, not a strict curriculum, and emphasizes collaboration, theory, and practice.
The document discusses the activities and goals of the IGDA Education SIG from 2007 to early 2008. It summarizes their academic summits, presentations in various countries to encourage collaboration between educators and industry, and efforts to update the 2003 Curriculum Framework to reflect changes in the field. It provides an overview of the core topics covered in the framework and examples of existing game-related educational programs.
Game Design Thinking for the EnterpriseAnn DeMarle
The document discusses using game design thinking and gamification in business and enterprise settings. It provides examples of how Emergent Media Center has used games for clients to achieve goals like training, marketing, and engagement. Game design concepts like rewards systems, player roles, and difficulty levels are examined for their potential to motivate behaviors and learning in the workplace.
eLearning and the Future through Fact or FishyKarl Kapp
This document discusses the use of games and gamification in learning. It provides examples of how companies have successfully used games and gamification to engage employees in training. Research shows that games can be more effective than lectures at promoting different types of learning and retention. Effective elements of gamification include challenges, stories, avatars, feedback and allowing learners to fail. The document advocates using stories, characters, and interactivity to engage learners rather than relying on lectures or bulleted lists. It presents evidence that games can influence real-world behaviors in a positive way.
This document discusses situated learning theory and its key principles of authentic learning environments. Situated learning promotes authentic activities that reflect real-world tasks, allows learners to observe expert modeling and receive coaching, and encourages collaboration, reflection and articulation of ideas. It emphasizes social learning through communities of practice and zones of proximal development to scaffold learning. The document questions whether this approach to teaching and learning is effective.
Game design elements could be used to improve policy outcomes related to health, environment, and civic participation. However, using games for policy-making promises both opportunities and challenges. It promises to design rule systems that holistically address behaviors and experiences rather than just outcomes. But it also risks unintended consequences from how participation is structured and power distributed, as well as gaming the system to resist unrealistic targets. Overall, game design applied to policy holds promise if issues around legitimacy, transparency, and system gaming are adequately addressed.
The document describes an interactive game about the 5 senses (hearing, smell, sight, taste, and touch) for children to learn. It asks questions to test their knowledge about which body parts correspond to each sense and examples of objects that can be experienced with each sense. Upon answering the multiple choice questions correctly, it provides positive feedback and moves to the next question, or allows the player to try again if incorrect. At the end, it congratulates the player on completing the game and allows them to start over from the beginning.
App Annie Index for Music- September 2014App Annie
Music listening apps dominate the mobile music market, accounting for over 70% of downloads and revenue from top apps. Streaming services are growing in popularity as improvements to mobile networks and cloud storage allow people to access large music libraries without using local storage. Music creation apps are also growing as people can use them to simulate instruments, record and share music easily on their mobile devices.
The International Game Developers Association (IGDA) is a non-profit organization that aims to strengthen game development education. It created a Curriculum Framework to guide the development of game-related educational programs and define the core topics and skills needed, such as critical game studies, game design, programming, and visual/audio design. The framework is meant as a guiding resource, not a strict curriculum, and emphasizes collaboration, theory, and practice.
The document discusses the activities and goals of the IGDA Education SIG from 2007 to early 2008. It summarizes their academic summits, presentations in various countries to encourage collaboration between educators and industry, and efforts to update the 2003 Curriculum Framework to reflect changes in the field. It provides an overview of the core topics covered in the framework and examples of existing game-related educational programs.
Game Design Thinking for the EnterpriseAnn DeMarle
The document discusses using game design thinking and gamification in business and enterprise settings. It provides examples of how Emergent Media Center has used games for clients to achieve goals like training, marketing, and engagement. Game design concepts like rewards systems, player roles, and difficulty levels are examined for their potential to motivate behaviors and learning in the workplace.
The document discusses game education and the future of work. It outlines the International Game Developers Association (IGDA) Education Special Interest Group (SIG) and their efforts to develop a curriculum framework for game education programs. This includes defining core topics like game design, programming, and business, as well as recommending internships, industry speakers, and team-based learning. The framework aims to prepare students for collaborative, multidisciplinary work in the game industry. The Global Game Jam is also discussed as helping put the framework into practice by bringing together over 1600 people from around the world to make 370 games in a weekend.
From learning design to game design and back; the Cyberdam examplePieter van der Hijden
Presentation by Pieter van der Hijden (pvdh@sofos.nl) of Sofos Consultancy (www.sofos.nl) and Stichting RechtenOnline (www.rechtenonline.nl) at the 39th annual conference of the International Simulation and Gaming Association (ISAGA,, www.isaga.info); Kaunas, Lithuania, 2008.
ASPIS Conference Presentation on Sustainable DevelopmentDavid Wortley
This document describes serious games created as part of the ASPIS Conference in Ghent, 2012. It summarizes a sustainability game which uses role playing, simulations, and quests to teach players about sustainability concepts. Players take on the role of an architectural student completing goals and quests of increasing complexity. A sustainability rating tool allows players to evaluate projects. A memory game was also created to facilitate discussion about sustainability topics covered in the game. The games were developed using the Caspian Learning platform to promote public participation in urban planning.
The document discusses using digital video-editing (DVE) to engage students in learning core subjects. DVE allows students to create 2-3 minute movies based on academic goals that can be viewed on computers or shared online. This promotes relevance for students by allowing them to apply academic content creatively to real-world problems. The document provides examples of DVE hardware, software, and types of student projects such as picture stories, digital storytelling, and movie shorts. It outlines the steps to create a movie short, including story mapping, multi-panel storyboarding, and publishing the final film.
The document discusses the use of computer and internet-based educational games in early childhood classrooms. It notes that such games help develop basic computing skills like using a mouse and navigation. Research shows that children who play appropriate educational games show improved cognitive skills such as IQ, memory, and problem solving. However, games need to be supervised and limited to 1-2 hours per day to maximize benefits and avoid potential issues with excessive screen time.
The document discusses the educational benefits of computer and internet-based games for early childhood development. It notes that such games help develop basic computer skills like using a mouse and navigation. Research shows that age-appropriate digital games can improve skills in areas like math, planning, memory, coordination and problem-solving. However, the document also cautions that excessive screen time should be avoided and that parents and teachers should monitor and select games that are suitable for young children.
This document discusses using the Mechanics-Dynamics-Aesthetics (MDA) framework for course design. The MDA framework considers user experiences through mechanics (what's possible), dynamics (what happens), and aesthetics (overall experience). These interrelated parts can be adjusted to respond to learner feedback. Using MDA in teaching can lead to more engaging learning. Furthermore, layering backwards design onto MDA shows how MDA complements existing instructional design approaches. The session will explore applying current research in learning sciences and experiences with game design workshops to instructional design.
1. The document summarizes a workshop on game-based learning applications, covering topics like game genres for learning, gender considerations in computer games, and developing serious computer games.
2. Several game genres like FPS, RPG, and simulation games are discussed as examples for different subject areas.
3. When designing for different genders, factors like punishment, competition and genres preferences are addressed.
4. The workshop structure involves lectures on game design principles and development tools, as well as group work to develop game ideas for specific topics and audiences.
Level Up! Games & Gamification for Teaching and LearningMichael M Grant
This document discusses integrating games and gamification to support teaching and learning. It begins by distinguishing between gaming and gamification, with gaming focused on entertainment and gamification applying game design elements to non-game processes. Background research shows students who play games daily outperform those using social media daily in academics, and that games demonstrating debriefing and feedback have better results. The document then outlines various gaming and gamification options like alignment to content, commercial games, and augmented reality. It provides examples and discusses elements of good game and gamification design.
Game Design Course Development Panel at the Foundations of Digital Games Conference held on a Royal Caribbean cruise to Cozumel, Mexico. The panel speakers were Dr. Ken Hoganson, Dr. Cynthia Calongne, Dr. Mario Guimaraes (our mastermind) and Dr. Barbara Truman. Dr. Jing (Selena) He was unable to join us. Slides by Dr. Calongne from her games and simulation design classes with Dr. Andrew Stricker at Colorado Technical University.
This document summarizes Baltasar Fernandez-Manjon's presentation on developing serious games. It discusses how serious games can be used for educational purposes in domains like medicine and military training. It also describes challenges in developing serious games, such as high costs and difficulties integrating expertise from different fields. The presentation advocates for a collaborative process between domain experts, educators, and game developers to more effectively create educational games through knowledge elicitation, case studies, flow diagrams, and rapid prototyping. It provides an example of a first aid game developed through this process that was shown to improve students' first aid knowledge compared to traditional instruction.
The document discusses how video game development can engage students in learning. It describes how creating video games allows students to develop higher-order thinking skills, programming skills, and literacy. The document outlines a project-based learning approach using a video game development curriculum where students work collaboratively in teams to create video games from templates. Results of this approach include increased focus, reading levels, and development of problem-solving and design skills.
The document provides guidance for finding a job and establishing a career in the quickly globalizing video game industry. It emphasizes the importance of obtaining an education with a broad understanding of different aspects of game development, as well as cultivating soft skills like communication and collaboration. Developing a strong portfolio through internships and networking is also key to breaking into the industry.
Our shelter just collapsed, who didn’t calculate correctly Eric D. Milks
Our shelter just collapsed, who didn’t calculate correctly? Design challenges of building an educational video game discusses the challenges faced in developing an educational video game called Survival Master. It had a large team from different universities but faced issues with too many opinions slowing progress. Designing fun elements was difficult when related to math and science concepts. Technical challenges included choosing software before fully designing and many jumps between platforms. Lessons learned included needing better communication, assigning a project lead, creating decision models, and avoiding too many changes late.
The document discusses establishing a video game education consortium in Boston. It notes that while no single school has a complete game program, components exist across various schools. A consortium could combine critical studies, design, programming, visual/audio design, storytelling, production and business aspects. It proposes opening a dialogue between area schools to collaboratively work on game projects. Benefits would include cultural/educational opportunities, reduced industry costs, and larger talent pools. Examples of successful consortiums are provided.
The document discusses how serious games, simulations, and virtual worlds can be effective learning tools by engaging students and promoting skills like problem-solving, collaboration, and critical thinking. Serious games keep students motivated by incorporating gameplay elements, provide personalized learning experiences, and allow students to experiment safely. While such tools are not yet widely used in K-12 education, the document suggests they could help students learn if integrated into curricula.
Play to Learn : Keynote by Professor Maja PivecPaul Pivec
1. The document discusses the potential for game-based learning and addresses both benefits and challenges. It references several studies that found games can develop skills but teachers need support integrating them.
2. It describes a game design summer school that teaches students about educational game design. Lectures cover design concepts while practical sessions have students work in groups.
3. The document advocates for resources like Level Up for Teachers to help educators learn how to choose games, implement them, and assess learning outcomes, in order to better utilize games for learning.
This document summarizes key points from a presentation on game-based learning and educational games. It discusses how games can benefit learning through problem solving, critical thinking and other skills. It also outlines different types of games, design concepts for educational games, and tools that can be used to create games. Examples of educational games are provided, along with research on games and learning. Tips and resources for implementing game-based learning are also included.
This document discusses using games and simulations in the classroom. It defines games as structured activities with rules where participants compete for an objective, and simulations as operational models of real or hypothetical processes. Benefits of games and simulations include improved learning outcomes and teaching effective 21st century skills. They can be used for formative assessment and to develop soft skills. Different genres and categories of games and simulations are outlined for different types of learning. Research shows games and simulations are at least as effective as conventional instruction and can improve student engagement through challenge and skill development.
The document lists various roles and careers related to being an artist in the game industry, including level designer, game designer, technical artist, management, and others. It also lists other related fields like film/TV, advertising, architecture, design studios, software engineering, interaction design, and many artistic mediums and skills. The rest of the document provides various links and quotes about games, game development, and the future of the industry.
The document discusses game education and the future of work. It outlines the International Game Developers Association (IGDA) Education Special Interest Group (SIG) and their efforts to develop a curriculum framework for game education programs. This includes defining core topics like game design, programming, and business, as well as recommending internships, industry speakers, and team-based learning. The framework aims to prepare students for collaborative, multidisciplinary work in the game industry. The Global Game Jam is also discussed as helping put the framework into practice by bringing together over 1600 people from around the world to make 370 games in a weekend.
From learning design to game design and back; the Cyberdam examplePieter van der Hijden
Presentation by Pieter van der Hijden (pvdh@sofos.nl) of Sofos Consultancy (www.sofos.nl) and Stichting RechtenOnline (www.rechtenonline.nl) at the 39th annual conference of the International Simulation and Gaming Association (ISAGA,, www.isaga.info); Kaunas, Lithuania, 2008.
ASPIS Conference Presentation on Sustainable DevelopmentDavid Wortley
This document describes serious games created as part of the ASPIS Conference in Ghent, 2012. It summarizes a sustainability game which uses role playing, simulations, and quests to teach players about sustainability concepts. Players take on the role of an architectural student completing goals and quests of increasing complexity. A sustainability rating tool allows players to evaluate projects. A memory game was also created to facilitate discussion about sustainability topics covered in the game. The games were developed using the Caspian Learning platform to promote public participation in urban planning.
The document discusses using digital video-editing (DVE) to engage students in learning core subjects. DVE allows students to create 2-3 minute movies based on academic goals that can be viewed on computers or shared online. This promotes relevance for students by allowing them to apply academic content creatively to real-world problems. The document provides examples of DVE hardware, software, and types of student projects such as picture stories, digital storytelling, and movie shorts. It outlines the steps to create a movie short, including story mapping, multi-panel storyboarding, and publishing the final film.
The document discusses the use of computer and internet-based educational games in early childhood classrooms. It notes that such games help develop basic computing skills like using a mouse and navigation. Research shows that children who play appropriate educational games show improved cognitive skills such as IQ, memory, and problem solving. However, games need to be supervised and limited to 1-2 hours per day to maximize benefits and avoid potential issues with excessive screen time.
The document discusses the educational benefits of computer and internet-based games for early childhood development. It notes that such games help develop basic computer skills like using a mouse and navigation. Research shows that age-appropriate digital games can improve skills in areas like math, planning, memory, coordination and problem-solving. However, the document also cautions that excessive screen time should be avoided and that parents and teachers should monitor and select games that are suitable for young children.
This document discusses using the Mechanics-Dynamics-Aesthetics (MDA) framework for course design. The MDA framework considers user experiences through mechanics (what's possible), dynamics (what happens), and aesthetics (overall experience). These interrelated parts can be adjusted to respond to learner feedback. Using MDA in teaching can lead to more engaging learning. Furthermore, layering backwards design onto MDA shows how MDA complements existing instructional design approaches. The session will explore applying current research in learning sciences and experiences with game design workshops to instructional design.
1. The document summarizes a workshop on game-based learning applications, covering topics like game genres for learning, gender considerations in computer games, and developing serious computer games.
2. Several game genres like FPS, RPG, and simulation games are discussed as examples for different subject areas.
3. When designing for different genders, factors like punishment, competition and genres preferences are addressed.
4. The workshop structure involves lectures on game design principles and development tools, as well as group work to develop game ideas for specific topics and audiences.
Level Up! Games & Gamification for Teaching and LearningMichael M Grant
This document discusses integrating games and gamification to support teaching and learning. It begins by distinguishing between gaming and gamification, with gaming focused on entertainment and gamification applying game design elements to non-game processes. Background research shows students who play games daily outperform those using social media daily in academics, and that games demonstrating debriefing and feedback have better results. The document then outlines various gaming and gamification options like alignment to content, commercial games, and augmented reality. It provides examples and discusses elements of good game and gamification design.
Game Design Course Development Panel at the Foundations of Digital Games Conference held on a Royal Caribbean cruise to Cozumel, Mexico. The panel speakers were Dr. Ken Hoganson, Dr. Cynthia Calongne, Dr. Mario Guimaraes (our mastermind) and Dr. Barbara Truman. Dr. Jing (Selena) He was unable to join us. Slides by Dr. Calongne from her games and simulation design classes with Dr. Andrew Stricker at Colorado Technical University.
This document summarizes Baltasar Fernandez-Manjon's presentation on developing serious games. It discusses how serious games can be used for educational purposes in domains like medicine and military training. It also describes challenges in developing serious games, such as high costs and difficulties integrating expertise from different fields. The presentation advocates for a collaborative process between domain experts, educators, and game developers to more effectively create educational games through knowledge elicitation, case studies, flow diagrams, and rapid prototyping. It provides an example of a first aid game developed through this process that was shown to improve students' first aid knowledge compared to traditional instruction.
The document discusses how video game development can engage students in learning. It describes how creating video games allows students to develop higher-order thinking skills, programming skills, and literacy. The document outlines a project-based learning approach using a video game development curriculum where students work collaboratively in teams to create video games from templates. Results of this approach include increased focus, reading levels, and development of problem-solving and design skills.
The document provides guidance for finding a job and establishing a career in the quickly globalizing video game industry. It emphasizes the importance of obtaining an education with a broad understanding of different aspects of game development, as well as cultivating soft skills like communication and collaboration. Developing a strong portfolio through internships and networking is also key to breaking into the industry.
Our shelter just collapsed, who didn’t calculate correctly Eric D. Milks
Our shelter just collapsed, who didn’t calculate correctly? Design challenges of building an educational video game discusses the challenges faced in developing an educational video game called Survival Master. It had a large team from different universities but faced issues with too many opinions slowing progress. Designing fun elements was difficult when related to math and science concepts. Technical challenges included choosing software before fully designing and many jumps between platforms. Lessons learned included needing better communication, assigning a project lead, creating decision models, and avoiding too many changes late.
The document discusses establishing a video game education consortium in Boston. It notes that while no single school has a complete game program, components exist across various schools. A consortium could combine critical studies, design, programming, visual/audio design, storytelling, production and business aspects. It proposes opening a dialogue between area schools to collaboratively work on game projects. Benefits would include cultural/educational opportunities, reduced industry costs, and larger talent pools. Examples of successful consortiums are provided.
The document discusses how serious games, simulations, and virtual worlds can be effective learning tools by engaging students and promoting skills like problem-solving, collaboration, and critical thinking. Serious games keep students motivated by incorporating gameplay elements, provide personalized learning experiences, and allow students to experiment safely. While such tools are not yet widely used in K-12 education, the document suggests they could help students learn if integrated into curricula.
Play to Learn : Keynote by Professor Maja PivecPaul Pivec
1. The document discusses the potential for game-based learning and addresses both benefits and challenges. It references several studies that found games can develop skills but teachers need support integrating them.
2. It describes a game design summer school that teaches students about educational game design. Lectures cover design concepts while practical sessions have students work in groups.
3. The document advocates for resources like Level Up for Teachers to help educators learn how to choose games, implement them, and assess learning outcomes, in order to better utilize games for learning.
This document summarizes key points from a presentation on game-based learning and educational games. It discusses how games can benefit learning through problem solving, critical thinking and other skills. It also outlines different types of games, design concepts for educational games, and tools that can be used to create games. Examples of educational games are provided, along with research on games and learning. Tips and resources for implementing game-based learning are also included.
This document discusses using games and simulations in the classroom. It defines games as structured activities with rules where participants compete for an objective, and simulations as operational models of real or hypothetical processes. Benefits of games and simulations include improved learning outcomes and teaching effective 21st century skills. They can be used for formative assessment and to develop soft skills. Different genres and categories of games and simulations are outlined for different types of learning. Research shows games and simulations are at least as effective as conventional instruction and can improve student engagement through challenge and skill development.
Similar to Pixel-Lab / Games:EDU / Rob Catto / Developing Developers The US Way (20)
The document lists various roles and careers related to being an artist in the game industry, including level designer, game designer, technical artist, management, and others. It also lists other related fields like film/TV, advertising, architecture, design studios, software engineering, interaction design, and many artistic mediums and skills. The rest of the document provides various links and quotes about games, game development, and the future of the industry.
This document provides information about Microsoft programs that can help students become more successful, including XNA Game Studio which allows students to create and publish their own games on Xbox Live Indie Games. It also summarizes a trip where 15 UK students competed in 5 competitions in Cairo, with one team winning 3rd place in a games design competition. Contact information is provided to learn more.
The document summarizes information about the International Game Developers Association (IGDA) Education Special Interest Group (EdSIG) and the Global Game Jam event. It discusses the history and goals of IGDA EdSIG in developing curriculum standards for game education programs. It also provides details about the Global Game Jam, including its growth in participants since 2009 and positive feedback from attendees. Hosting requirements and benefits of participating in the Global Game Jam for both students and researchers are outlined.
Sony Computer Entertainment Europe provides updates on their academic development programs for PSP and PS3. The programs offer real devkits, software tools, middleware access and support to help students learn. Students gain industry contacts and feedback through studio visits, talks and potential job shadowing. The PS3 program additionally provides a game engine with documentation and samples to help students learn multi-core optimization.
This document discusses teaching new tricks to senior dogs. As dogs age, their ability to learn new commands can decrease, but it is still possible with patience. The key is keeping training sessions positive, short and focused on commands the dog has already mastered at first. Praise and treats can help motivate older dogs. While it may take longer, with consistency even senior dogs can continue learning well into their golden years.
Kim Blake has organized university open days at Blitz Games Studios since 2006 to address graduate quality issues and provide opportunities for students. The events include presentations from industry professionals, studio tours, and feedback sessions. They benefit both students and Blitz through recruiting and PR. Analysis of registrations and submissions over the years shows variability between universities and disciplines in converting to invitations. Student feedback indicates the events help gauge course quality and career preparation. Blitz will continue the open days and is launching a new website to further support students securing jobs in the industry.
The Scottish Centre for Excellence in Computer Games Education is located at the Institute of Arts, Media and Computer Games at Abertay University. It received £8.8 million over 3 years to build out over 4000 square meters of space with 270 PC and Mac workstations to support their 6 undergraduate programs, 3 postgraduate programs, and Dare to be Digital initiative serving over 740 full time students and 150 graduating students per year. The Center aims to provide institutional, sector, and agency commitment to excellence in computer games education through specialized programs, mentorship, and professional development opportunities.
The document discusses why games are an effective medium for education according to a survey of over 1,100 teens. It finds that 97% of teens play games and at least half play daily, with little gender difference. It lists five reasons why games are good for education: 1) Teens enjoy games 2) Games can teach any subject 3) Games are still evolving 4) Games can be profitable 5) Games replace TV time. It then outlines an education game development plan focusing on annual themes and working with UK indie developers to target an "interesting" price range. A number of completed and upcoming games are listed along with evaluation metrics.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Games:EDU:08 South: Jolyon Webb and Heather Williamspixellab
The document summarizes a presentation given by an art manager from Blitz Games Studios and a senior lecturer from De Montfort University on fostering collaboration between the games industry and education. Some key points they discussed include the benefits of industry guests bringing real work for students to learn from, keeping student projects focused and briefs simple, the challenges of student motivation and skills, and how communication can help education programs evolve and prepare students for careers in games. The overall message is that strong collaboration between industry and education requires open communication and managing expectations to be mutually beneficial.
(Slides are readable with fullscreen setting)
Mark Morris, owner and director of Introversion software, gave extensive case studies of the companies' recent projects.
Ernest unfortunately had to compress this down to a mere 15 minutes, but as a result it was an exceptionally snappy talk and the audience enjoyed it greatly.
The document discusses how digital media, social media, blogging, and new technologies are changing the ways that people consume information and how businesses communicate. It notes that boundaries are blurring between different types of media, such as news becoming entertainment and vice versa. It then lists many popular social media platforms and web tools in no particular order, including Twitter, Facebook, blogs, YouTube, Flickr, and services for video, photos, self-publishing, and mobile content sharing.
David Hayward of Pixel-Lab gave this keynote on games culture at Under The Mask. Most images licensed by creative commons, link to credits on last slide.
Nick Burton and Tom Hill from Rare spoke about working with graduates, reiterating the point that graduates aren't cheap labour and giving many tips on how a studio can maintain good relations with universities.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
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.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Pixel-Lab / Games:EDU / Rob Catto / Developing Developers The US Way
1. Full Sail: A Hybrid Approach to Game Development Education
2. Full Sail Real World Education Founded 1979 Located in Orlando, Florida History Overview Courses Successes Strengths Failures Community Game Edu.
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4. Game Design, AS - 1996 Game Design and Development - 2002 Game Development, BS - 2004 First Faculty - 1997 First Class - February 24, 1999 Six Students History Overview Courses Successes Strengths Failures Community Game Edu.
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14. Bachelors Degree Program Laptops Cross Curricula Development Skills Assessment Graduates History Overview Courses Successes Strengths Failures Community Game Edu.
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16. Bachelors Degree Program Laptops Cross Curricula Development Skills Assessment Graduates History Overview Courses Successes Strengths Failures Community Game Edu.
17. History Overview Courses Successes Strengths Failures Community Game Edu. Final Project Program Advisory Board Faculty Accelerated Curriculum Hands on Experience Industry Visits Alumni
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19. Final Project Program Advisory Board Faculty Accelerated Curriculum Hands on Experience Industry Visits Alumni History Overview Courses Successes Strengths Failures Community Game Edu.
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21. Program Advisory Board Faculty Industry Driven Curriculum Accelerated Curriculum Hands on Experience Industry Visits Alumni History Overview Courses Successes Strengths Failures Community Game Edu.
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23. Generalized Curriculum The Word “Design” in Title of Program Console Technology Industry Vets are not Educators History Overview Courses Successes Strengths Failures Community Game Edu.
24. Community involvement Girls in Gaming Summer Camps Otronicon History Overview Courses Successes Strengths Failures Community Game Edu.