This document discusses how online games can facilitate the development of 21st century skills. It notes that the modern workplace values skills like problem-solving, collaboration, and adaptability over pure knowledge. While schools focus on standardized tests, games encourage collaboration, managing diversity, and thriving in unpredictable environments. The document also suggests how games could provide lifelong learning opportunities through story-based curricula, simulation, and online communities of practice.
This slide-show discusses habit 3 from the series: the 7 habits of highly effective decision makers. It shows how the great decision makers use the power of visualisation to combat complexity, clarify communication and catalyse creativity.
The de Bono Institute is a not-for-profit education research institution passionate about thinking, creativity, design and learnable intelligence. We are dedicated to helping young Australians equip themselves to face the challenges of the 21st Century.
Think about the children starting school next year. These children will be tomorrow’s future. They will retire from their working lives around 2070.
The role of education is to engage and prepare these children for a future filled with jobs, technology and social demands that are yet to be invented. The world is changing faster than we can envision it.
de Bono Institute believes that young people need to develop good thinking practices so that they are innovative, flexible, resilient and creative. They need the ability to increase their capacity for solving complex problems, making informed decisions and generate new knowledge.
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.
This slide-show discusses habit 3 from the series: the 7 habits of highly effective decision makers. It shows how the great decision makers use the power of visualisation to combat complexity, clarify communication and catalyse creativity.
The de Bono Institute is a not-for-profit education research institution passionate about thinking, creativity, design and learnable intelligence. We are dedicated to helping young Australians equip themselves to face the challenges of the 21st Century.
Think about the children starting school next year. These children will be tomorrow’s future. They will retire from their working lives around 2070.
The role of education is to engage and prepare these children for a future filled with jobs, technology and social demands that are yet to be invented. The world is changing faster than we can envision it.
de Bono Institute believes that young people need to develop good thinking practices so that they are innovative, flexible, resilient and creative. They need the ability to increase their capacity for solving complex problems, making informed decisions and generate new knowledge.
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.
Use of 3D Immersive Technology for the Support of Gifted LearnersGiftedkids.ie
Short version of Margaret Keane's (Giftedkids.ie) and James Corbett's (Daynuv.com) presentation on their virtual worlds schools project MissionV to the Irish Teaching Learning Festival, Dublin, October 16th 2010
Delve into the Deep: Learning Potential in Metaverses and 3D WorldseLearning Papers
Author(s): Mar Camacho, Vanessa Esteve, Mercè Gisbert.
Metaverses and 3D Virtual Worlds are increasingly being used in education and training to create learning experiences which are immersive, authentic and media rich. In particular, they provide opportunities to structure remote learning in engaging ways and are fast becoming part of the learning landscape in general.
Multiagent Systems as a Team Member: Presented at the 9th International Technology, Knowledge, and Society Conference in Vancouver, Canada. Presented by Common Ground Publishing - 2013.
A short version of the MissionV Presentation given by James Corbett and Margaret Keane at the Irish Centre for Talented Youth Conference, March 5th 2010.
Use of 3D Immersive Technology for the Support of Gifted LearnersGiftedkids.ie
Short version of Margaret Keane's (Giftedkids.ie) and James Corbett's (Daynuv.com) presentation on their virtual worlds schools project MissionV to the Irish Teaching Learning Festival, Dublin, October 16th 2010
Delve into the Deep: Learning Potential in Metaverses and 3D WorldseLearning Papers
Author(s): Mar Camacho, Vanessa Esteve, Mercè Gisbert.
Metaverses and 3D Virtual Worlds are increasingly being used in education and training to create learning experiences which are immersive, authentic and media rich. In particular, they provide opportunities to structure remote learning in engaging ways and are fast becoming part of the learning landscape in general.
Multiagent Systems as a Team Member: Presented at the 9th International Technology, Knowledge, and Society Conference in Vancouver, Canada. Presented by Common Ground Publishing - 2013.
A short version of the MissionV Presentation given by James Corbett and Margaret Keane at the Irish Centre for Talented Youth Conference, March 5th 2010.
Keynote for the Third International Conference on ICT in Education - ticEDUCA2014, at the Institute of Education of the University of Lisbon, on 15 November 2014.
A guest presentation given to students at the University of Cape Town introducing games and learning, serious games, and how these relate to the South African context.
Game Mechanics: Learning as a Multiplayer ExperienceKevin Lim
I showcase examples and learning points relating to game mechanics for teachers. This was presented at New Media in Education Fiesta 2011, held at Innova JC on June 22, 2011
Resources for teachers: teaching game making and using games in classrooms. More resources and links at:
http://michelleaubrecht.net/eTech_Resources.html
Conference: 2013 Canberra Centenary: ‘Imagined pasts…, imagined futures’
URL: http://www.aicomos.com/2013-canberra-centenary/
Venue: Museum of Australian Democracy in Old Parliament House, Canberra, 1-3 Nov 2013
TITLE: Can the past be shared in Virtual Reality?
There is an interesting divide between historians and the public that must be debated, how to best use virtual heritage, and digital media in general, to learn and share historical knowledge and interpretation. Heritage and history do not have to be a series of slides; space-time-intention can now be depicted and reconfigured. Teaching history and heritage through digitally simulated ‘learning by doing’ is an incredibly understudied research area and is of vital importance to a richer understanding of heritage as lived. However, the actual spatial implications of siting learning tasks in a virtual environment are still largely un-researched. Evaluation of virtual environments has been relatively context-free, designed for user freedom and forward looking creativity. It is still much more difficult to create a virtual place that brings the past alive without destroying it.
There has been an explosion in virtual heritage conferences this century. In the last year alone, there have been calls for digital cultural heritage or virtual heritage by Graphite, VSMM, New Heritage Forum, VRST, VAST, DIME, Archäologie & Computer, and DACH, just to name a few. An outside observer may believe that such academic interest, coupled with recent advances in virtual reality (VR), specifically in virtual environment technology and evaluation, would prepare one for designing a successful virtual heritage environment. Game designers may also be led to believe that games using historical characters, events or settings, may be readily adaptable to virtual heritage. This paper will advance key contextual issues that question both assumptions.
Beacham, R., Denard, H., & Niccolucci, F. (2006). London charter for the computer-based visualization of cultural heritage. Retrieved from http://www.londoncharter.org/introduction.html Fredrik, D. (2012). Rhetoric, Embodiment, Play: Game Design as Critical Practice in the Art History of Pompeii. Meaningful Play 2012 conference paper. Retrieved fromhttp://meaningfulplay.msu.edu/proceedings2012/mp2012_submission_178.pdf
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.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A Survey of Techniques for Maximizing LLM Performance.pptx
Collateral Learning
1.
2. Collateral Learning:
Online Games for
21st Century Skills
Lisa Galarneau
Ph.D. Candidate
The University of Waikato
New Zealand
lisa@socialstudygames.com
Collateral Learning: Online Games for 21st Century Skills
3. The face of
work is
changing…
Collateral Learning: Online Games for 21st Century Skills
4. The
modern
workplace
photo: Allan Hsu
Collateral Learning: Online Games for 21st Century Skills
5. Knowledge
workers…
Collateral Learning: Online Games for 21st Century Skills
6. The tools of modern work…
Collateral Learning: Online Games for 21st Century Skills
7. 21st century skills?
Soft skills, emotional
intelligence, enterprise skills
Problem-solving, decision-
making, team-work,
communication, collaboration,
managing self, information
literacy, relating to others,
entrepreneurship, taking
initiative
Collateral Learning: Online Games for 21st Century Skills
8. What about
schools?
Collateral Learning: Online Games for 21st Century Skills
19. How can online games facilitate 21st
century skill development?
Christopher Dede’s* critical skills:
Thriving on chaos
Comfort with diversity
Managing information
* http://www.gse.harvard.edu/~dedech/
Collateral Learning: Online Games for 21st Century Skills
23. The U.S. Military (Massive
Multiplayer Online Gaming: A
Research Framework for
Military Training and Education,
2005) -
http://www.strategicleader.us
Who believes? /ExperientalLearningPapers/
GameReport_Bonk_final.pdf
Researchers: Katie Livingston
Vale, Constance Steinkuehler,
Toru Fujimoto, Nick Yee, Aaron
Delwiche, James Paul Gee,
Kurt Squire, Henry Jenkins
Collateral Learning: Online Games for 21st Century Skills
24. Principles (Bonk and Dennen)
Collateral Learning: Online Games for 21st Century Skills
25. Periodic
Storypath/story-based curricula
(content)
Team-building/cooperation/
communication (skills)
Research (skills)
How might it Simulation/synthetic worlds
(systems thinking)
look? Ongoing
Communities of practice united
around play (content/skills/
sociocultural literacy)
Lifelong learning (content/skills)
Collateral Learning: Online Games for 21st Century Skills
26. Join an existing group of at least 4
members. After gaining their trust and
loyalty, persuade the group to hunt at a
different spot.
Start a group, and then get the group to
Leadership a designated location deep within a
level-appropriate dungeon to get a drop
Training (as from a specific mob.
imagined by Nick The leader of a guild that is about to
fracture over a long-standing issue has
Yee*) just stepped down from the position.
Keep this leaderless guild together while
keeping attrition to a minimum.
Create a guild of at least 50 active
members with a weekly attrition of not
more than 5%.
* http://www.nickyee.com/daedalus/archives/000515.php?page=3
Collateral Learning: Online Games for 21st Century Skills
30. To ponder… Will online games/virtual
worlds become mainstream
activities?
Will we all inhabit a variety
of worlds?
Will we sign up for lifelong
learning? Like sports, will
online games be not only
fun but good for us, too?
Might our educational
system develop an
appreciation for informal,
collateral learning?
Collateral Learning: Online Games for 21st Century Skills
31. Galarneau, Lisa and Melanie Zibit.
(In Press)
Online Games for 21st Century Skills.
In Games and simulations in online
learning: Research and development
Much, much frameworks.
more in David Gibson, Clark Aldrich, Marc Prensky
forthcoming (Eds.)
book chapter! Draft available at:
http://lisa.socialstudygames.com/
Galarneau_Zibit_OnlineGames.pdf
Or e-mail lisa@socialstudygames.com
Collateral Learning: Online Games for 21st Century Skills