The document summarizes an online game called "You Make Me Sick!" that teaches middle school students about science. The game has students invent a pathogen to attack a virtual human host while learning about immune systems. It aims to engage diverse learners through an accessible game design. The game won a $50k prize and hopes to bundle multiple science games behind a paid platform. Its goal is to motivate students about science through an entertaining format.
Author(s): Aristidis Protopsaltis, sonia Hetzner, Dimitra Pappa, Lucia Pannese.
Serious Games and Formal and Informal Learning
The experience garnered from the eVITA project is used to explore the relation between Serious Games (SGs) and formal and informal learning.
Fingers on the Screen: Game-Based Learning for Students with Intellectual Dis...eLearning Papers
Author(s): Maria Saridaki, Costas Mourlas.
Game-Based Learning in the special education classroom is still regarded with skepticism by educators, or has been used mainly as an extrinsic reinforcement.
An Augmented Reality GameBook for Children with Autism Spectrum Disorder (ASD)Jorge Brandão
Technologies, like augmented reality (AR), have the ability to catch children’s imagination and to promote their attention.
Children with ASD usually have difficulty to recognize facial expressions and to understand associated emotions.
We propose to design and develop an innovative GameBook to assist children with ASD to recognize and acquire emotions by engaging their attention and motivation.
The GameBook will contain a story that describe some scenarios and real world situations which will conduct the children to become involved on fictional contents associated with emotions.
Augmenting the reality of education for the 21st century by Richard LewingtonCodemotion
#Codemotion Rome 2018 - In less than 50 years we have seen massive changes in the classroom. From chalkboards to videotapes, the introduction to computers to interactive whiteboards, and now the implementation of Augmented Reality. But how much learning value can AR offer students beyond the "WOW factor"? Are we just rehashing old teaching methodologies and redressing them up with the latest technology? Or should we be exploiting AR's potential as a tool rather than just another medium? Richard Lewington explores these questions and what we should be doing about it.
María Amparo Navarro - Serious Games for Dynamic Content and Advanced Enterta...WTHS
The document describes a digital entertainment platform and serious games for children that incorporate new technologies. It aims to educate and entertain children through interactive games while promoting socialization. Four games were developed including one using an overhead camera for movement and another using touchscreens. Results showed the games effectively incorporated new technologies, stimulated cognitive development, and encouraged collaboration.
C:\Documents And Settings\Carol\My Documents\W200 Powerpguest2f3db4a
This document discusses resources available to help teachers support students with special needs. It outlines several websites that provide assistive technologies and educational tools tailored for specific disabilities. These resources can help ensure all students receive an appropriate education. Teachers need to familiarize themselves with assistive options in order to accommodate diverse learners.
The conference brought together people from varied backgrounds related to children onto a common platform. 80 papers were presented under broad categories related to children's development, environment, education, and special needs. The varied backgrounds of participants led to interesting, fun, serious, controversial, and highly technical ideas and concepts all related to children. People were united in their goal of making a difference for children.
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.
Author(s): Aristidis Protopsaltis, sonia Hetzner, Dimitra Pappa, Lucia Pannese.
Serious Games and Formal and Informal Learning
The experience garnered from the eVITA project is used to explore the relation between Serious Games (SGs) and formal and informal learning.
Fingers on the Screen: Game-Based Learning for Students with Intellectual Dis...eLearning Papers
Author(s): Maria Saridaki, Costas Mourlas.
Game-Based Learning in the special education classroom is still regarded with skepticism by educators, or has been used mainly as an extrinsic reinforcement.
An Augmented Reality GameBook for Children with Autism Spectrum Disorder (ASD)Jorge Brandão
Technologies, like augmented reality (AR), have the ability to catch children’s imagination and to promote their attention.
Children with ASD usually have difficulty to recognize facial expressions and to understand associated emotions.
We propose to design and develop an innovative GameBook to assist children with ASD to recognize and acquire emotions by engaging their attention and motivation.
The GameBook will contain a story that describe some scenarios and real world situations which will conduct the children to become involved on fictional contents associated with emotions.
Augmenting the reality of education for the 21st century by Richard LewingtonCodemotion
#Codemotion Rome 2018 - In less than 50 years we have seen massive changes in the classroom. From chalkboards to videotapes, the introduction to computers to interactive whiteboards, and now the implementation of Augmented Reality. But how much learning value can AR offer students beyond the "WOW factor"? Are we just rehashing old teaching methodologies and redressing them up with the latest technology? Or should we be exploiting AR's potential as a tool rather than just another medium? Richard Lewington explores these questions and what we should be doing about it.
María Amparo Navarro - Serious Games for Dynamic Content and Advanced Enterta...WTHS
The document describes a digital entertainment platform and serious games for children that incorporate new technologies. It aims to educate and entertain children through interactive games while promoting socialization. Four games were developed including one using an overhead camera for movement and another using touchscreens. Results showed the games effectively incorporated new technologies, stimulated cognitive development, and encouraged collaboration.
C:\Documents And Settings\Carol\My Documents\W200 Powerpguest2f3db4a
This document discusses resources available to help teachers support students with special needs. It outlines several websites that provide assistive technologies and educational tools tailored for specific disabilities. These resources can help ensure all students receive an appropriate education. Teachers need to familiarize themselves with assistive options in order to accommodate diverse learners.
The conference brought together people from varied backgrounds related to children onto a common platform. 80 papers were presented under broad categories related to children's development, environment, education, and special needs. The varied backgrounds of participants led to interesting, fun, serious, controversial, and highly technical ideas and concepts all related to children. People were united in their goal of making a difference for children.
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.
Interactive whiteboards were first developed in 1991 and have since become widely used in classrooms. Research shows that when used effectively by teachers, interactive whiteboards can lead to improved student test scores ranging from 17% to 29% depending on the teacher's experience level. While prices vary, interactive whiteboard systems that include the board, projector, and software typically range from $750 to $6,000. Sales of interactive whiteboards are projected to continue growing substantially over the next several years as they diffuse further into education.
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 describes an action research study that examined the effects of digital technologies on student engagement and complexity of thinking in a Reggio Emilia-inspired Kindergarten classroom. Twenty-four students were divided into an experimental group that used iPads for creative expression and a control group that used iPads for content consumption. Both groups were assessed before and after a seven-week intervention. Results showed that while both groups improved over time, the experimental group that used iPads for creation had higher levels of engagement and more sophisticated thinking compared to the control group that used iPads for consumption.
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.
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
Design Brief for a Virtual Learning Environment for Participatory FilmmakingAlison Mann
This document proposes designing a virtual learning environment to facilitate participatory filmmaking among IB Film Studies students globally. It identifies gaps in the current system where students cannot easily collaborate across borders. The proposed environment would use free Web 2.0 tools within a single site to connect students, house program documents, and support all stages of collaborative film production from concept to screening. Research supports how such an interactive online space could foster intercultural understanding through participatory media projects.
Augmented Reality: Revolutionary or Disruptor of Training and AssessmentSeriousGamesAssoc
Dennis Glenn, MFA, Adjunct Professor| DePaul University Graduate School for New Learning / President | Dennis Glenn LLC
Augmented Reality: Revolutionary or Disruptor of Training and Assessment
Augmented reality (AR) has the potential to revolutionize training and assessment. This technology innovation superimposes computer-generated sensory input such as sound, video, graphics or GPS data onto a live or indirect view of a physical, real-world environment. The increasing need to scale education-based interactive learning to larger audiences thus mitigating the larger development costs, is where AR has a few potential revolutionary and disruption attributes that must be considered.
Learning Objectives:
Assessment needs to be done rigorously and methodologically, and AR technologies can provide multiple avenues to achieve this goal. Recall of knowledge is no longer a viable method to provide accurate validation of mastery. In order to assess competency, we need to understand what the learner needs to know and be able to do and then demonstrate their ability to perform these tasks. We will offer multiple solutions to this disruptor.
Privacy and security of the data con be compromised using AR technologies. A few of the risks to be discussed are identity theft, invasion of privacy, and unequal access, thus increasing the inequality divide. We will lead a discussion of the avenues to reduce these risks.
On the positive side we offer a number of effective solutions that lead to the demonstration of mastery. Using AR technology to disseminate education is a way to teach thousands of users across the globe while eliminating barriers to access, reducing costs, and ensuring consistency in quality and delivery.
Presented by the
Serious Play Conference
seriousplayconf.com
at
Orlando,
University of Central Florida,
UCF,
July 24-26, 2019
Unity in the Classroom for Creating VR Sims and EdugamesSeriousGamesAssoc
David Renton, Upper School Computer Science Teacher / Technology Integrator | Porter-Gaud School
Unity in the Classroom for Creating VR Sims and Edugames
The session will cover how Unity and C# can be used in the classroom to teach coding and digital design via the creation of games (including edugames) and Virtual Reality simulations. The presenter will share how he has used it in the past 2 years in the classroom and give examples of student work. He will also go over the hardware and software requirements, including how he has used the cheaper Mixed Reality headsets, from Microsoft partners such as HP and Lenovo, to develop for SteamVR, meaning the VR simulations will also run on HTC Vive. He will also have at least one Mixed Reality headset with him so that attendees can try out some of the student developed VR simulations at the end.
Presented by the
Serious Play Conference
seriousplayconf.com
at
Orlando,
University of Central Florida,
UCF,
July 24-26, 2019
Montreal, Canada, Quebec,
UNIVERSITÉ DU QUÉBEC À MONTRÉAL,
UNIVERSITY OF QUEBEC IN MONTREAL,
July 10-12, 2019
Firefly is a new storytelling device designed for children that combines printed books with interactive technology. It looks like a book but brings words and pictures to life in new ways. Firefly allows children to explore stories in an interactive digital landscape with additional content like videos and songs. The goal is to transform the experience of parents handing their children a tablet into meaningful shared reading time with an innovative new storytelling medium. Marketing Firefly will involve partnerships with parents, libraries, publishers, and the mobile industry to reach its potential audience of millions of children and families.
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.
The document discusses how the new information landscape has changed the way we communicate, work, and learn. Web 2.0 tools allow for greater communication, user control, collaboration, and sharing of information. Teachers are now expected to use e-learning and tools like blogs, wikis, and podcasts to develop student-centered and collaborative learning. Key skills needed for the future include critical thinking, problem solving, collaboration, and innovation.
1. The document discusses pervasive performance through gaming and how gaming can be used for learning. It covers topics like ubiquitous computing, alternative reality gaming, and "supergaming" at massive scales.
2. Jane McGonigal is discussed as a renowned game researcher who argues gaming can build massively scaled online communities through ubiquitous technologies.
3. Supergaming is defined as harnessing players across public environments at massive scales for problem solving, going beyond traditional audiences to connect many individuals.
- Quest-based learning incorporates game mechanics like experience points, badges, and progress bars to motivate students in a flexible, choice-based curriculum.
- Research shows students engaged in quest-based learning complete more work on average, achieve higher grades, and persist beyond minimum requirements compared to traditional courses.
- A study of a pre-service teacher course converted to a quest-based format found 93% of students received an A, completing work in less time on average and continuing to engage with optional material after meeting requirements.
This document discusses human-computer interaction for kids. It begins by looking at how technology has changed over the past 25 years. It then examines how children interact with technology differently than adults due to factors like physical, cognitive, and social development. It explores genres of technology for kids, the importance of designing products with and for children, and involving children in the design process. The document emphasizes that to create effective interactive products for children, one must understand how children are different from adults.
Using Digital Gaming within the classroomLaurenStone44
The document discusses the use of digital games in education. It presents summaries of three articles that argue digital games can be effective learning tools if implemented properly in the classroom. The articles describe how games can improve problem-solving, collaboration, and engagement. Educational games work best when they adapt to students and are integrated into lessons with progress tracking. Overall, the document advocates for using technology and digital games in classrooms to motivate and teach today's students.
The Language Campus: Role-Play in an eLearning EnvironmenteLearning Papers
Author: Paul Pivec.
Collaborative learning allows participants to exchange information as well as produce ideas, simplify problems, and resolve tasks. When using an e-learning platform in a collaborative environment, the teacher becomes an active partner, moderator and advisor in the educational process, as do the other learners.
This document provides instructions for making a Christmas star or Hanukkah star out of wood skewers and washi tape. The instructions are in 3 steps - making two triangles out of skewers and tape, placing one triangle on top of the other to form a star shape, and using a hot glue gun to stick the skewers together. The summary encourages creativity in crafting and connecting people from different backgrounds.
Keeping the Faith: Conversations to Advance the Middle School Concept with Integrity
Many educators continue to provide authentic middle school programs and practices - even when faced with budgetary challenges and public misperceptions. Presenters will share suggestions for articulating and advocating the middle school concept. Using presentation software, audience participants will engage in discussing these issues in an open forum.
Presenters: Bob Houghton, Howard Coleman, Kathleen Roney, Laurie Ramirez & Dave Strahan-Appalachian State University, UNC-Wilmington, & Western Carolina University
Closing the Gap With STEM Education: Why, What, and How
Participants will learn why there is a growing need for STEM education in the United States, what STEM education is, how STEM education at the middle school level contributes to closing the gap, and how to successfully plan and implement a middle school program.
Ken Verburg Project Lead the Way - Lexington, SC
This document discusses strategies implemented at Brogden and Carrington Middle Schools in Durham, North Carolina to improve the transition to 6th grade. Brogden utilized parent surveys to gather feedback and involve parents in leading school tours. Carrington implemented a summer bridge program to acclimate students to the larger middle school setting and collect diagnostic data. Both schools analyzed student performance data to identify at-risk students and inform intervention programs. The schools shared lessons learned and next steps, which included continuing and expanding on successful programs and strategies.
Interactive whiteboards were first developed in 1991 and have since become widely used in classrooms. Research shows that when used effectively by teachers, interactive whiteboards can lead to improved student test scores ranging from 17% to 29% depending on the teacher's experience level. While prices vary, interactive whiteboard systems that include the board, projector, and software typically range from $750 to $6,000. Sales of interactive whiteboards are projected to continue growing substantially over the next several years as they diffuse further into education.
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 describes an action research study that examined the effects of digital technologies on student engagement and complexity of thinking in a Reggio Emilia-inspired Kindergarten classroom. Twenty-four students were divided into an experimental group that used iPads for creative expression and a control group that used iPads for content consumption. Both groups were assessed before and after a seven-week intervention. Results showed that while both groups improved over time, the experimental group that used iPads for creation had higher levels of engagement and more sophisticated thinking compared to the control group that used iPads for consumption.
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.
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
Design Brief for a Virtual Learning Environment for Participatory FilmmakingAlison Mann
This document proposes designing a virtual learning environment to facilitate participatory filmmaking among IB Film Studies students globally. It identifies gaps in the current system where students cannot easily collaborate across borders. The proposed environment would use free Web 2.0 tools within a single site to connect students, house program documents, and support all stages of collaborative film production from concept to screening. Research supports how such an interactive online space could foster intercultural understanding through participatory media projects.
Augmented Reality: Revolutionary or Disruptor of Training and AssessmentSeriousGamesAssoc
Dennis Glenn, MFA, Adjunct Professor| DePaul University Graduate School for New Learning / President | Dennis Glenn LLC
Augmented Reality: Revolutionary or Disruptor of Training and Assessment
Augmented reality (AR) has the potential to revolutionize training and assessment. This technology innovation superimposes computer-generated sensory input such as sound, video, graphics or GPS data onto a live or indirect view of a physical, real-world environment. The increasing need to scale education-based interactive learning to larger audiences thus mitigating the larger development costs, is where AR has a few potential revolutionary and disruption attributes that must be considered.
Learning Objectives:
Assessment needs to be done rigorously and methodologically, and AR technologies can provide multiple avenues to achieve this goal. Recall of knowledge is no longer a viable method to provide accurate validation of mastery. In order to assess competency, we need to understand what the learner needs to know and be able to do and then demonstrate their ability to perform these tasks. We will offer multiple solutions to this disruptor.
Privacy and security of the data con be compromised using AR technologies. A few of the risks to be discussed are identity theft, invasion of privacy, and unequal access, thus increasing the inequality divide. We will lead a discussion of the avenues to reduce these risks.
On the positive side we offer a number of effective solutions that lead to the demonstration of mastery. Using AR technology to disseminate education is a way to teach thousands of users across the globe while eliminating barriers to access, reducing costs, and ensuring consistency in quality and delivery.
Presented by the
Serious Play Conference
seriousplayconf.com
at
Orlando,
University of Central Florida,
UCF,
July 24-26, 2019
Unity in the Classroom for Creating VR Sims and EdugamesSeriousGamesAssoc
David Renton, Upper School Computer Science Teacher / Technology Integrator | Porter-Gaud School
Unity in the Classroom for Creating VR Sims and Edugames
The session will cover how Unity and C# can be used in the classroom to teach coding and digital design via the creation of games (including edugames) and Virtual Reality simulations. The presenter will share how he has used it in the past 2 years in the classroom and give examples of student work. He will also go over the hardware and software requirements, including how he has used the cheaper Mixed Reality headsets, from Microsoft partners such as HP and Lenovo, to develop for SteamVR, meaning the VR simulations will also run on HTC Vive. He will also have at least one Mixed Reality headset with him so that attendees can try out some of the student developed VR simulations at the end.
Presented by the
Serious Play Conference
seriousplayconf.com
at
Orlando,
University of Central Florida,
UCF,
July 24-26, 2019
Montreal, Canada, Quebec,
UNIVERSITÉ DU QUÉBEC À MONTRÉAL,
UNIVERSITY OF QUEBEC IN MONTREAL,
July 10-12, 2019
Firefly is a new storytelling device designed for children that combines printed books with interactive technology. It looks like a book but brings words and pictures to life in new ways. Firefly allows children to explore stories in an interactive digital landscape with additional content like videos and songs. The goal is to transform the experience of parents handing their children a tablet into meaningful shared reading time with an innovative new storytelling medium. Marketing Firefly will involve partnerships with parents, libraries, publishers, and the mobile industry to reach its potential audience of millions of children and families.
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.
The document discusses how the new information landscape has changed the way we communicate, work, and learn. Web 2.0 tools allow for greater communication, user control, collaboration, and sharing of information. Teachers are now expected to use e-learning and tools like blogs, wikis, and podcasts to develop student-centered and collaborative learning. Key skills needed for the future include critical thinking, problem solving, collaboration, and innovation.
1. The document discusses pervasive performance through gaming and how gaming can be used for learning. It covers topics like ubiquitous computing, alternative reality gaming, and "supergaming" at massive scales.
2. Jane McGonigal is discussed as a renowned game researcher who argues gaming can build massively scaled online communities through ubiquitous technologies.
3. Supergaming is defined as harnessing players across public environments at massive scales for problem solving, going beyond traditional audiences to connect many individuals.
- Quest-based learning incorporates game mechanics like experience points, badges, and progress bars to motivate students in a flexible, choice-based curriculum.
- Research shows students engaged in quest-based learning complete more work on average, achieve higher grades, and persist beyond minimum requirements compared to traditional courses.
- A study of a pre-service teacher course converted to a quest-based format found 93% of students received an A, completing work in less time on average and continuing to engage with optional material after meeting requirements.
This document discusses human-computer interaction for kids. It begins by looking at how technology has changed over the past 25 years. It then examines how children interact with technology differently than adults due to factors like physical, cognitive, and social development. It explores genres of technology for kids, the importance of designing products with and for children, and involving children in the design process. The document emphasizes that to create effective interactive products for children, one must understand how children are different from adults.
Using Digital Gaming within the classroomLaurenStone44
The document discusses the use of digital games in education. It presents summaries of three articles that argue digital games can be effective learning tools if implemented properly in the classroom. The articles describe how games can improve problem-solving, collaboration, and engagement. Educational games work best when they adapt to students and are integrated into lessons with progress tracking. Overall, the document advocates for using technology and digital games in classrooms to motivate and teach today's students.
The Language Campus: Role-Play in an eLearning EnvironmenteLearning Papers
Author: Paul Pivec.
Collaborative learning allows participants to exchange information as well as produce ideas, simplify problems, and resolve tasks. When using an e-learning platform in a collaborative environment, the teacher becomes an active partner, moderator and advisor in the educational process, as do the other learners.
This document provides instructions for making a Christmas star or Hanukkah star out of wood skewers and washi tape. The instructions are in 3 steps - making two triangles out of skewers and tape, placing one triangle on top of the other to form a star shape, and using a hot glue gun to stick the skewers together. The summary encourages creativity in crafting and connecting people from different backgrounds.
Keeping the Faith: Conversations to Advance the Middle School Concept with Integrity
Many educators continue to provide authentic middle school programs and practices - even when faced with budgetary challenges and public misperceptions. Presenters will share suggestions for articulating and advocating the middle school concept. Using presentation software, audience participants will engage in discussing these issues in an open forum.
Presenters: Bob Houghton, Howard Coleman, Kathleen Roney, Laurie Ramirez & Dave Strahan-Appalachian State University, UNC-Wilmington, & Western Carolina University
Closing the Gap With STEM Education: Why, What, and How
Participants will learn why there is a growing need for STEM education in the United States, what STEM education is, how STEM education at the middle school level contributes to closing the gap, and how to successfully plan and implement a middle school program.
Ken Verburg Project Lead the Way - Lexington, SC
This document discusses strategies implemented at Brogden and Carrington Middle Schools in Durham, North Carolina to improve the transition to 6th grade. Brogden utilized parent surveys to gather feedback and involve parents in leading school tours. Carrington implemented a summer bridge program to acclimate students to the larger middle school setting and collect diagnostic data. Both schools analyzed student performance data to identify at-risk students and inform intervention programs. The schools shared lessons learned and next steps, which included continuing and expanding on successful programs and strategies.
Building Data Literacy Among Middle School Administrators and Teachers
Data literacy is an essential trait for middle school administrators and teachers to possess. In this session, the Research and Accountability Team from Durham Public Schools will discuss how it has expanded its focus on Data-to-Action to building data literacy amongst its middle school administrators and teachers during 2013-14.
J. Brent Cooper, Terri Mozingo & Karin Beckett Durham Public Schools - Durham, NC
We have moved our site to slideshare.net/NCMLE. Our previous conference materials can still be accessed at the original site. The welcome message informs visitors that the site has been moved to a new location while still providing access to past conference materials.
This document discusses the potential benefits of digital game-based learning (GBL) and some of the obstacles to its adoption. It notes that GBL may help develop skills like collaboration, problem-solving, critical thinking and digital literacy. However, obstacles include issues like cost, tools, and a lack of evidence about its impact. The document outlines support from organizations and advocates, and recommends applying what is known about GBL through faculty development and integrating games into courses. It emphasizes that games work for learning because of similar principles like motivation, feedback, practice and engagement.
Generation Z - Generation Z - A Look at their Technology and Media Habits and...Dr. Michael England
This document discusses the technology and media habits of Generation Z and best practices for engaging them as learners. It notes that Gen Z has shorter attention spans and prefers visual, interactive content delivered in small chunks with instant feedback. Effective teaching strategies for Gen Z include using multimedia, gamification of lessons, collaborative projects, and facilitating exploration and problem-solving over lectures. Gen Z expects a more flexible, personalized learning experience that taps into their digital skills and leverages tools like graphics, games and social networking.
Universal Design for Learning (UDL) was created to make curriculum accessible to all students by providing multiple means of representation, action and expression, and engagement. UDL principles encourage offering students various ways to acquire information and knowledge, to demonstrate what they know, and to stay motivated. When combined with technology, UDL can help customize learning and support diverse learners through flexible use of tools like video, audio, interactive models and online graphic organizers.
This document discusses how technology is changing the way students learn and identifies gaps between formal education and students' online learning experiences. It notes that students are parallel processors accustomed to random access of information and prefer visuals, gaming, and teaching themselves. The document calls for education systems to shift focus from content delivery to context, participation, co-creation, and developing skills like collaboration, creativity, and problem-solving to prepare students for future careers. It advocates experimenting with new pedagogical approaches centered on themes like improvisation, imagination, and interaction to better engage today's students.
Augmenting the reality of education for the 21st century. - Richard Lewington...Codemotion
1) The document discusses augmenting education for the 21st century through the use of emerging technologies like augmented reality and game-based learning.
2) It examines different approaches to learning (transmission, transaction, transformation) and emphasizes transforming students through self-discovery with minimal teacher interference.
3) The document advocates designing educational technologies that incorporate 21st century skills like critical thinking, collaboration, communication and creativity, and that are engaging and fun for students through principles of game-based learning.
This conceptual paper describes challenges in the field of Interactive Media and Learning (IML), striving towards a research and teaching field for mobile learning. The theoretical background is provided and arguments are listed, specifically what challenges researchers, practitioners (e.g., teachers, employers, employees) and designers face today on the way to mobile learning. This will be done from an educational perspective, in particular from Educational Technology from a Scandinavian community. The leading issue is how to educate the Homo Interneticus? Is learning supported by mobile devices one option? Is there a need to rethink the learning spaces of today? The paper provides answers by illustrating challenges in research and teaching with regard to mobile learning.
This document discusses innovative approaches to technology integration in K-12 education. It begins by providing background on augmented reality, social media, and games-based learning research. It then outlines key drivers of change like broadband, social media, mobile devices, and cloud computing. Examples are given of how technology can be used innovatively through mobile learning, game-based learning, and cloud computing. Ensuring success requires a focus on pedagogy over tools, adequate training and support, and addressing barriers to change.
In the age of Web 2.0 and social media, a constantly ubiquitous online presence is available - the ubiquitous access to information is quickly and easily. The teachers present theories, models and results, and some students "google" at the same time whether that is true what is being said. For the"Homo Interneticus" it is normal to search for facts. Discussions and learning cultures are changing.
What are appropriate didactical teaching-learning scenarios nowadays?
To what extent can Educational Apps/Technology be integrated to strengthen active learning (student engagement) and collaborative learning?
((What are the right conditions?))
The talk gives answers in form of case studies and theses which illustrate changes towards digital didactical designs in universities and schools.
Digital media enable learning in unexpected places online through established boundaries. If this is the case, then we face the challenge to understand teaching, learning and didactics in a new way – instead of a ‘text book learning’ only, that represents receptive, consumer-oriented teaching, we need creativity-focused didactical designs to enhance a meaningful learning experience.
Web 3.0- animation and its use in healthcareKartik S
This document discusses the potential of web 3.0 and simulated environments for healthcare education. It notes that medical knowledge doubles every 6-8 years, so continuing education is critical. High-end media and simulations can provide more effective learning through engagement, rich educational context, and experiential learning. They allow 20 times more "minutes on the message" compared to traditional education. The document explores strategies for simulations including standalone animations, embedding in file types like PDFs, mobile delivery, virtual gaming, and simulated environments.
Early Years, Technology and Lifelong LearningKim Vernon
This document discusses challenges in early childhood education and technology. It advocates for an approach of putting pedagogy before technology, where authentic learning involves applying knowledge to real problems. The document also notes that according to Vygotsky, learning is most powerful when done socially alongside others, as technology alone does not facilitate social learning. It concludes by calling for nurturing young learners to think critically and be prepared to think outside the box to be future ready.
Teachers should thoughtfully integrate digital games into learning to develop students' 21st century skills and motivate their learning. The document discusses how games can be used to teach content and skills through different instructional approaches if introduced with context, followed by game play, and concluded with assessments like discussions. It provides an example of a civics unit where the game People's Pie was used to teach about government departments and resource allocation.
This document outlines a roadmap for developing a successful educational technology program that starts with early learners. It discusses four key ideas: (1) how research findings support using technology appropriately with young children, (2) the importance of program philosophy and goals, (3) best practices for selecting educational technology and professional development, and (4) conducting local evaluations to understand how technology meets children's needs and strengths. The overall message is that technology should be used intentionally as a tool to enhance learning, not for its own sake, and educators play a vital role in guiding children's experiences with technology.
This document discusses edutainment, which is defined as using entertainment media like television, video games, films and websites to educate. It provides examples of edutainment vendors for different media like TV shows, computer games and websites. Advantages are discussed like learning at one's own pace and taking learners to new environments. Disadvantages include criteria like learnability, technical requirements and interactivity. The conclusion states technology has made edutainment possible through multi-sensory learning in a new way.
The is a presentation I did with my grandson on how technology improved his writing. The presentation covered the context of teaching and learning in the 21st Century and specifically reviewed the Revised P21 MILE Guide (due out November 2009) concepts.
The document discusses using serious computer games to foster social competence. It summarizes a conference that presented the SGSCC project, which aims to develop games to train social and creative competences. A literature review found little research on using games for this, but some studies found games improved social skills for those with learning difficulties. A survey found stakeholders thought games could motivate players and help with problem-solving, while beneficiaries reported games should be fun and include social interaction. The project aims to create multi-language games to help players express themselves at work and resolve conflicts.
STEM for all: Developmental & game-based approach, Tuula NousiainenBrussels, Belgium
1. This document discusses developmental and game-based approaches to STEM education for all students. It highlights the need to attract students to STEM fields earlier, address gender imbalances, and take a holistic, compulsory approach to technology education from preschool through professional education.
2. Games are discussed as a way to motivate students and help them acquire knowledge and understand scientific concepts. Both commercial games and learning games designed for educational purposes are addressed. Gamification techniques that incorporate game elements are also presented as a way to engage students in typically non-game activities.
3. The document proposes future work exploring science and technology interest in early years, creativity in technology education, and the effects of game-based ped
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.
This document discusses the potential for digital game-based learning to help unlock optimal learning outcomes. It notes that games can motivate learners and provide feedback, practice, and a sense of flow that supports learning. However, there are also obstacles to adopting game-based learning such as cost, tools, and perceptions of games replacing teachers. The document advocates applying what is known about effective game techniques and outlines examples of institutions that are exploring game-based learning. It argues that games should be used to enhance learning rather than just for gamification.
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You Make Me Sick! Online game teaches science to middle schoolers
1. IDEA » You make me sick! Online game teaches science to middle schoolers http://www.idea.org/blog/2011/04/07/you-make-me-sick-online-game-tea...
Fresh ideas to advance scientific and cultural literacy. Follow us
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“This is your target” the game says, pointing at an ordinary looking Three examples of multidisciplinary
cartoon woman in a T-shirt and track pants. “If you pay close outreach to H.S. students
attention to the host’s weaknesses, you can make a disease that will 12-Nov-2012 | Business, Learning & access
get the host super duper sick!” What is a dictionary? And how are they
changing?
The premise of the “You Make Me Sick!” online game, which won a 5-Nov-2012 | Business
$50k prize last week from the National STEM Video Game Challenge, is that middle school kids Sell books with Amazon Fulfillment
invent an pathogen and fight the immune system — learning science along the way. The game Services, tutorial
steps players through several stages: briefing them on the habits and weaknesses of a target 29-Oct-2012 | Communication, Strategy
human, devising an evil pathogen (e.g., a virus or bacterium with different transmission means, 30 popular Twitter #hashtags for
shapes and characteristics), and playing a short arcade game in the lungs or guts of the human education and outreach
— battling the pathogen against immune cells. 25-Oct-2012 | Interactive experiences,
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About the game Great tools for data visualization
24-Oct-2012 | Learning & access
The charming game hopes to engage kids in the Open Access Week 2012
process of infection, and familiarize them with 23-Oct-2012 | Interactive experiences
attributes of pathogens and how infections Five kinds of games to engage visitors
occur. in history exhibits
The game is designed so that kids who don’t like OLDER ARTICLES
to read or have trouble deciphering text can
learn some microbiology. Dr. Matthew Marino, ABOUT IDEA
an assistant professor of special education IDEA's blog promotes the role of technology
at Washington State University worked on the in advancing scientific & cultural literacy.
education aspects of the game. Since learning We discuss new ways to innovate with
abilities are a continuum, Marino says, “Our business and interactive experiences. We
encourage your participation
hypothesis is that if you build a game that
addresses the unique challenges students with ABOUT IDEA
disabilities face, all students will benefit because
the design will account for the wide range of
diversity that is present in every class.”
The game fits typical curriculum standards of middle school (ages 11-14) science classrooms,
and is intended to “motivate, engage, and teach a diverse range of students about science.” It’s
online, running in web browsers with Adobe Flash version 10, and works on virtually all web
browsers in the U.S. The game play itself is a little confusing and the arcade functions are
cumbersome, but the overall design successfully draws gamers through, to experience the
interplay between the pathogen and the host’s immune system.
The business model
The game is currently free, though the publisher, Madison, Wisc. based Filament Games, plans
to bundle a suite of middle school science games spanning life, Earth, and physical science,
and put them behind an “affordable” paywall.
The primary source of funding is from the U.S. Department of Education, via their Institute of
1 of 3 3/23/2013 4:30 PM
2. IDEA » You make me sick! Online game teaches science to middle schoolers http://www.idea.org/blog/2011/04/07/you-make-me-sick-online-game-tea...
Education Sciences’ Small Business Innovation Research (SBIR) program. The SBIR program
funds commercial ventures that “directly or indirectly lead to improved student learning and
academic achievement” but which can’t self-fund because they require too much research or
the revenue potential is too small. The contract was awarded to Filament, for $838k. They have
2.5 years to make “six life science computer games on topics including cells, heredity,
evolution, bacteria, plants, and the human body.” Filament was also awarded a $150k SBIR from
NSF to make games targeting the physical sciences.
Still, it’s a labor of love. The SBIR contracts don’t fully compensate for the team’s time. Marino
says, “the project is taking a great deal of time and energy. I stopped keeping track of the hours.
It was depressing but we’re doing it for the students and that is our reward.”
Video game prize
The game leapt to notoriety because it won $50k in a science video game competition last
week. The prize was organized by the Joan Ganz Cooney Center and publisher E-Line Media,
riding on publicity from President Obama’s ”Educate to Innovate” campaign. One part of the
prize challenged middle-school students to design video games on any topic (some of which
dealt with science themes). Brian Alspach, vice president of E-Line Media is excited about kids
doing game development, saying “we believe that the very act of designing a game has
powerful implications for STEM learning.” The second part of the prize challenged emerging
and experienced game developers like Filament.
The prize organizers had the support of the White House, which promoted the contest on their
blog, as well as several nonprofits who promoted the contest via their existing channels. Thanks
to that free publicity, the youth prize had 525 entries from imaginative kids (see the youth
winners); and 50 entries from emerging and experienced game developers. Last week, Aneesh
Chopra, the U.S. Chief Technology Officer, announced a dozen youth winners, and two
developer winners.
For Filament, the $50k was an unexpected windfall. Their SBIR contract was awarded in July
2010, two months before the challenge was announced, so they had started development
already. Filament submitted their web-based game on a whim, since it did not fully comply
with the rules of 4-person teams creating mobile-based video games for young children,
grades pre-K through 4th. (Filament’s game is not mobile, targets older children, and had a
4-person development team plus several others who chipped in with planning, design, artwork
and the soundtrack.) But it turned out that the contest rules were flexible, and contest officials
loved the game.
The competition was funded by sponsors (AMD Foundation, ESA and Microsoft): $50k for
Filament, $50k to a team of graduate students, plus a dozen laptop computers to the youth
winners and $24k for schools.
Games for learning
The success of the approach for this game is still unknown. The series of games are designed
around the Universal Design For Learning (UDL) framework, which the team hopes will help
meet the needs of all students. But Marino says, “the teaching methods within the game need
additional empirical research.” “There is very little research about how to transfer empirically
validated strategies from the classroom into a game.” They will test the games by comparing
learning outcomes among kids that play the game vs. kids that are taught via conventional
means.
Meanwhile, Marino and Filament are continuing with the game pipeline. Their next game,
“Prisoner of Echo” is about sound, and comes out next month.
Check out the “You Make Me Sick!” online game yourself!
Update 7-Apr-11: Clarified details about Filament’s contest submission; corrected SBIR contract
details.
8
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