How to Deliver Measureable Learning in Social Mobile GamesSeriousGamesAssoc
Mobile technologies have become an integral part of life but they have not yet been adequately integrated into educational settings and career pathways training programs. Research has shown how mobile technology, and games played on them, engages learners, increases retention and the completion of programs as well as improved outcomes for learners. This session will focus on how the learning sciences, instructional design and game mechanics can be effectively combined to increase access to, persistence in, progress through, and completion of educational games.
Jeremiah Grabowski, instructional designer at the SUNY University at Buffalo, presents "gamification in the classroom" • To Identify the principle characteristics of games and gamification, and
• Discuss how gamification principles can be integrated into education
These were my notes and thoughts from the Learn Now conference presented by:
Chad Udell, Managing Director, Float Mobile Learning
Jane Bozarth, E-Learning Coordinator, CN State Government
Julie Dirksen, Learning and Design Strategist, Usable Learning
How to Deliver Measureable Learning in Social Mobile GamesSeriousGamesAssoc
Mobile technologies have become an integral part of life but they have not yet been adequately integrated into educational settings and career pathways training programs. Research has shown how mobile technology, and games played on them, engages learners, increases retention and the completion of programs as well as improved outcomes for learners. This session will focus on how the learning sciences, instructional design and game mechanics can be effectively combined to increase access to, persistence in, progress through, and completion of educational games.
Jeremiah Grabowski, instructional designer at the SUNY University at Buffalo, presents "gamification in the classroom" • To Identify the principle characteristics of games and gamification, and
• Discuss how gamification principles can be integrated into education
These were my notes and thoughts from the Learn Now conference presented by:
Chad Udell, Managing Director, Float Mobile Learning
Jane Bozarth, E-Learning Coordinator, CN State Government
Julie Dirksen, Learning and Design Strategist, Usable Learning
This is the presentation that was delivered to the Viewpoints team at the first 'data day' - its aims were to show the immediate team the current stage of development and to discuss the data implications of the user interface and user choices.
Leading, Implementing, and Sustaining Innovations in Personalized LearningDreamBox Learning
As leaders continue innovating to improve the achievement and life-long success of all students, many are working to make schools and classrooms more personalized and responsive for students. To design, implement, and sustain learning environments that ensure a more relevant and personal experience for learners, there are several key factors that school leaders must consider. How can leaders support the collaborative development of effective personalized learning models?
In this webinar, Dr. Tim Hudson, Vice President of Learning at DreamBox Learning, shares ideas to help leaders create and sustain innovations that benefit students, teachers, parents, and school culture.
Topics include:
Mission and Vision: What are our schools and programs “in business” to accomplish?
Effort with Impact: How can data drive ongoing improvement in student achievement and personalized learning models?
Pedagogy and Technology: When does technology appropriately support personalized learning in pedagogically sound ways?
All K-12 educators and administrators interested in school improvement, personalized learning, and data-informed decision-making will benefit from this recorded webinar.
Are you being asked to do STEM activities in your classes and workshops and have no idea where to start or have little to no budget? STEM education refers to teaching and learning, mostly hands-on, in the fields of Science, Technology, Engineering, and Mathematics. Integrating STEM activities in any discipline teaches how all things relate to each other, in school and in life. As a result, librarians, media specialists, and teachers are being asked to incorporate STEM learning activities into their curriculum, regardless of the subject matter, and many of these educators are unsure how to proceed. There are several ways to mix engaging STEM activities into your library programs and curriculum and this webinar will touch on the following and more to help you demystify STEM:
- Understand the importance of STEM education.
- Practice the four Cs of learning: collaboration, communication, critical thinking, and creativity.
- Collect best practices to create good and inexpensive (many free) STEM lessons.
- Teach 21st Century skills without technology.
- Learn strategies (e.g., productive struggle) to creatively solve real-world problems.
- Assess the success of your activities.
ALA 2015 Invited Research Talk: Youth Collaborative Information Practices Dur...Rebecca Reynolds
This presentation was delivered as part of an ALA Conference 2015 special research session, "Out of the Library School and Into the School Library," sponsored by the Institute for Museum and Library Services. The session featured presentations of research findings stemming from the work of recent Early Career Development Grant awardees.
Making Groups Work: Practical Strategies for Accountability and Engagement - ...Andrea Stone
When students hear about group work, they often groan. Multiply that by the challenges presented in an online learning environment, and sometimes even the professors groan! With online course quality measures that recommend student interaction and group activities and calls to create classrooms that encourage collaboration and critical thinking, faculty need to find new ways to conquer group work dilemmas. This session offers practical strategies for facilitation of group work, both online and in-class. The session will include innovative ways to select students for group membership, techniques for management and accountability, and suggestions for group assignments. Participants will be encouraged to share their own tips and strategies for facilitating successful group assignments.
This is the presentation that was delivered to the Viewpoints team at the first 'data day' - its aims were to show the immediate team the current stage of development and to discuss the data implications of the user interface and user choices.
Leading, Implementing, and Sustaining Innovations in Personalized LearningDreamBox Learning
As leaders continue innovating to improve the achievement and life-long success of all students, many are working to make schools and classrooms more personalized and responsive for students. To design, implement, and sustain learning environments that ensure a more relevant and personal experience for learners, there are several key factors that school leaders must consider. How can leaders support the collaborative development of effective personalized learning models?
In this webinar, Dr. Tim Hudson, Vice President of Learning at DreamBox Learning, shares ideas to help leaders create and sustain innovations that benefit students, teachers, parents, and school culture.
Topics include:
Mission and Vision: What are our schools and programs “in business” to accomplish?
Effort with Impact: How can data drive ongoing improvement in student achievement and personalized learning models?
Pedagogy and Technology: When does technology appropriately support personalized learning in pedagogically sound ways?
All K-12 educators and administrators interested in school improvement, personalized learning, and data-informed decision-making will benefit from this recorded webinar.
Are you being asked to do STEM activities in your classes and workshops and have no idea where to start or have little to no budget? STEM education refers to teaching and learning, mostly hands-on, in the fields of Science, Technology, Engineering, and Mathematics. Integrating STEM activities in any discipline teaches how all things relate to each other, in school and in life. As a result, librarians, media specialists, and teachers are being asked to incorporate STEM learning activities into their curriculum, regardless of the subject matter, and many of these educators are unsure how to proceed. There are several ways to mix engaging STEM activities into your library programs and curriculum and this webinar will touch on the following and more to help you demystify STEM:
- Understand the importance of STEM education.
- Practice the four Cs of learning: collaboration, communication, critical thinking, and creativity.
- Collect best practices to create good and inexpensive (many free) STEM lessons.
- Teach 21st Century skills without technology.
- Learn strategies (e.g., productive struggle) to creatively solve real-world problems.
- Assess the success of your activities.
ALA 2015 Invited Research Talk: Youth Collaborative Information Practices Dur...Rebecca Reynolds
This presentation was delivered as part of an ALA Conference 2015 special research session, "Out of the Library School and Into the School Library," sponsored by the Institute for Museum and Library Services. The session featured presentations of research findings stemming from the work of recent Early Career Development Grant awardees.
Making Groups Work: Practical Strategies for Accountability and Engagement - ...Andrea Stone
When students hear about group work, they often groan. Multiply that by the challenges presented in an online learning environment, and sometimes even the professors groan! With online course quality measures that recommend student interaction and group activities and calls to create classrooms that encourage collaboration and critical thinking, faculty need to find new ways to conquer group work dilemmas. This session offers practical strategies for facilitation of group work, both online and in-class. The session will include innovative ways to select students for group membership, techniques for management and accountability, and suggestions for group assignments. Participants will be encouraged to share their own tips and strategies for facilitating successful group assignments.
HCID2014: How to involve children in design. Monica Ferraro, City University ...City University London
What are the advantages and challenges inherent in working with children in the design process for creating games or apps? How do you stop them getting bored, and get useful information?
This case study looks in detail at a project that tried to do just that, and provides some handy tips at the end.
The case study builds on the speaker's dissertation, Designing applications for children, that was submitted as part of the Masters course in Human-Centred Systems at City University London in September 2012. For the dissertation, she worked with children aged 4-5 years old to design an iPad application to learn the names and sounds of the letters, and to read and spell simple words.
HCID2014 How to involve children in the design processMonica Ferraro
In this presentation I talked about different techniques used while working with children as design partners in the design of technology. Dressing up, mixing ideas, Playmobil and Lego are great tools for generating new design ideas. Colouring pens, stickers and cardboard mockups of devices are great tools to create low-fidelidy prototypes.
Online collaborative learning with audiencefeedbackAndrea Stone
Online course quality measures recommend student interaction and group activities, but these can be difficult. This session offers strategies for facilitation of online group work.
A Workshop provided to the Singapore Institute of Management, on 25 August 2021.
Abstract: Technology has changed the way we now teach, particularly as we have now moved much of our teaching online. But that poses some challenges for us, as many of us know how to teach in a face-to-face mode, but it’s not the same when we move online. At least it shouldn’t be, as there is so much more we can do to make it better for our students. This workshop looks at how lecturers can decide on which tools to use when looking to enhance their teaching with technology. Which means, it is about choosing the best teaching techniques within the context of your technology environment. Essentially it is looking to engage students through active, collaborative and authentic learning experiences and choosing the corresponding technology tools to match.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
3. Kids Game Lab: the project
§ Game co–design in a non-formal learning
context
§ Increase motivation and involvement
§ Pilot study:
§ Game idea generation by children
§ Context: school project week
§ Multi stakeholder approach
§ Partners:
§ iMinds-SMIT, VUB
§ iDrops
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4. Theoretical Lenses
§ Two aspects of Co-Design:
§ The activity of making
§ Learning from each other & cooperation
§ Two lenses:
§ Participation in Creative Production
(Kafai & Peppler, 2011)
§ Cooperative Learning
(Johnson & Johnson, 1999, 2009)
26/11/14 4
5. Participation in Creative Production
(Kafai & Peppler, 2011)
• Making artistic choices
• Connecting
multimodal sign systems
• Crediting ownership
• Providing inside
information
• Observing
& deconstructing media
• Evaluating & reflecting
• Referencing, reworking,
& remixing
• Coding
• Debugging
• Repurposing
Technical
practices
Critical
Practices
Creative
Practices
Ethical
Practices
26/11/14 5
6. Cooperative Learning
(Johnson & Johnson, 1999; 2009)
Positive Interdependence
• Group members need each other for success.
Individual Accountability
• Every group member is accounted individually.
Promotive Interaction
• Group members help each other learn (both skills and knowledge acquisition).
Social Skills
• Leadership, trust and communication.
Group Processing
• The way a group reflects on its own functioning and bases decisions on this.
26/11/14 6
7. Research Questions
§ Q1. Which expressions of creative media production
and cooperative learning occur, either emerging
spontaneously or being addressed explicitly throughout
the pilot trajectory?
§ Q2. How do cooperative learning activities shape the
creative production of game concepts or prototypes, and,
vice versa, how does participation in creative production
processes shape the cooperative learning that takes
place during the pilot trajectory?
26/11/14 7
8. Methodology
§ Case study approach
§ Participants
§ Pilot trajectory:
analogue design activities
Recognizing
Talents
• Make your own
avatar
Getting ideas
• Think up your
dream school
§ Research procedure
Diving In
• Discover how a
game works
Working
Ideas
• Craft a game
• Explain the
game to your
peers
Presenting
Ideas
• Show your
result as a
group
§ Observation and coding through theoretical lenses
26/11/14 8
9. Results: Expressions
§ Creative production
§ Spontaneous
expressions:
mostly creative and
technical practices
§ Critical and ethical
practices are present,
but require more attention
26/11/14 9
10. Results: Expressions
§ Cooperative learning
§ Overall strong
cooperation and
communication
§ Occasional problems:
§ Making compromises
§ Communicating ideas
and concepts
§ Group processing
26/11/14 10
11. Results: Mutual shaping
§ Group processes influence creative decisions
and results
§ Leadership, trust and communication
§ Poor cooperation leads to slower, less efficient
workflow and incoherent design decisions
§ Ethical practices (openness) can influence
promotive interaction and trust
26/11/14 11
12. Limitations of the study
§ Case Study: specificity
§ Limited group / time
§ Class climate
§ General framework, not specific to games, game
literacy or game based learning.
26/11/14 12
13. Implications for future research and
co-design
§ Further attention for the influence of cooperative
processes on creative practices and vice versa.
§ Exploring strategies for better group dynamics
in co-design (for children)
26/11/14 13
14. Practical takeaways
§ Provide co-design facilitators with training in
cooperative processes.
§ Involve educators in the process.
§ Provide sufficient introduction and trust building
at the start of a trajectory.
§ Include guidelines for ethical consideration of
children and their idea ownership.
26/11/14 14
15. Final thought:
How can we maintain balance?
Formal
facilitation
Non-formal
learning
26/11/14 15
16. Contact Information
§ For questions and comments, please contact:
§ Karen.Mouws@vub.ac.be
§ Lizzy.Bleumers@vub.ac.be
§ Please join our discussion on informal learning
and digital games on our hackpad:
§ https://kidsgamelab.hackpad.com
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