eLearning Papers seeks contributions about Game Based Learning in both sections: In-Depth and From the Field. Deadline June 3, 2011
In parallel to the phenomenal rise of the digital game development industry through time, the acceptance of games in other sectors has also been changing. Computer game skills have been increasingly applied in almost all areas of human activity within modern societies. Digital games have now been embraced by the academic research community as a research topic, as well as discovered by the education sector as a highly interactive media that can support and foster learning. As a popular and powerful media, computer games are being considered for use in various education and training settings to motivate learners, to focus their attention, and to help them to construct meaningful and permanent records of their learning.
Games have high presence in informal segments of learning – but in formal education, games are still often seen as an unserious activity and the potentials of games for learning remain undiscovered. However, when evaluating games with their children, 85% of parents believed that computer games contributed to learning as well as providing entertainment.
Beside fantasy and fun elements, games have potential to foster players’ ability to communicate and interact with others during gameplay. Computer games can help players to think critically when they are required to construct connections between virtual and real life. Game-like learning environments can provide motivating interdisciplinary learning settings, creating opportunities that could improve student collaboration skills as well as help them learn new concepts and synthesize new information. Games have also been praised for the potential they offer in learning business leadership and other skills by practicing in a safe environment.
The potential of Game Based Learning (GBL) is still underestimated. It can play a major role in renewing learning as it is perceived by learners in all levels of education and training systems. eLearning Papers seeks contributions about mixed realities, virtual worlds and gaming in both sections: In-Depth and From the Field.
We specifically invite contributions which address one or several of the following issues:
- Innovative game based learning technologies, applications, tools and environments
- 3D virtual worlds supporting learning, e.g. in language learning or leadership training
- Use of mobile games and location-based technology for learning
- Innovative applications of mixed realities for learning
- Use of simulations in education, corporate training and military
- Technology for massive multiplayer online games (MMOGs) for learning
- Interactivity design in game based learning applications
- Player immersion and learning
- Case studies and best practices in GBL
- Social and collaborative aspects of GBL
- Implementation issues associated with GBL
- Learning design, good gameplay and instructional theory for GBL
- Use of role plays for learning and training
- Assessment and evaluation in GBL
- Gender, age, cultural and ethical issues in GBL
- Rating of games for learning
- Accessibility of games for learning
Professor DI Dr. Maja Pivec, University of Applied Sciences FH JOANNEUM in Graz, Austria
The submissions need to comply with the following guidelines:
- Submission language: English
- Title: must effectively and creatively communicate the content of the article and may include a subtitle.
- Executive summary for In-depth section should not exceed 200 words.
- Executive summary for From the field section should not exceed 50 words.
- Keywords: up to five relevant keywords need to be included.
- In-depth full texts: articles should range from 4,000 to 6,000 words.
- From the field texts: texts should not exceed 1,200 words.
- Conclusions: special importance is given to the representation of the conclusions, which should be clearly stated both in the summary and at the end of the article.
- References: All the references must be adequately cited and listed.
- Author profile: author name, institution, position and e-mail address must accompany each submission.
- Images: Please send high resolution JPEG files
See the complete guidelines at: Instructions for writers
The Nordic Open Education Alliance is a network to promote OER and collaboration amongst stakeholders in all educational sectors.
Launched in 2013, the network aims to gather people and institutions with similar visions and ideas to create better education in the Nordic countries and beyond.
The alliance runs stakeholder meetings and facilitates the dialogue through online and face to face meetings. It also supports OER in Nordic countries by collecting repositories and related research.
The Nordic OER Alliance has published a Position Paper that outlines 18 consequences for the Nordic countries related to Open Education.
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Technologies continue to develop and change, and issues of adoption and innovation persist. Like any other technologies, e-learning hardware and software is best used when it is introduced to solve a real problem which has been carefully thought through. The articles in this EJEL issue edited by Roy Williams show that there is tremendous promise and opportunity, but there are no quick fixes, and no one-size-fits all solutions.
EJEL has published regular issues since 2003 and averages between 3 and 4 issues a year.
IT Sligo (Ireland) will launch in September 2013 its first MOOC (Massive Open Online Course). It will be a free six-week online course in Lean Sigma Quality
Lean Six Sigma has been around for more than two decades, and since then it has been embraced by leading global companies in the manufacturing and service industries. It has become the foremost process improvement approach for organisations that wish to attain world class performance in quality and customer satisfaction. The tools and techniques are now expanding to the healthcare and government sectors where benefits have been achieved in productivity, efficiency and elimination of ‘waste’.
Taught by Brian Coll and John Donovan, the course will use the same technology as IT Sligo’s existing award winning online courses. This first MOOC will consist of a series of 6 weekly lectures as well as extra learning resources that can be accessed online at any time.
During the course, participants will have access to discussion areas where they can ask question and get support from classmates as they work through the materials.
The Brazil’s Open University (UaB) “Climate Change: The Context of Life Experiences” MOOC seeks to introduce the concept of climate change in the context of sustainable development. The course is offered only in Portuguese.
Some of the fundamental questions that seek to be addressed during this course are:
- How is climate change, and how does it influence our society and our day-to-day?
- How can we evaluate what we are told about what to do about climate change, so we can take our decisions in a rational and informed way?
- How can our stances and behaviours influence the future of planet?
This course is not intended to determine what should be done, but to help participants understand and critically analyse the guidelines prepared under a variety of perspectives.
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The report firstly includes the identification and clustering of the most researched technologies within the European Union, the analysis of the areas of learning where these technologies can be applied, and also the evolution of the research over the last years. Secondly it spots generic ICT that can be –among other uses- also utilised for supporting learning and specific technologies and applications specially designed to support/enhance learning in one of the three contexts targeted by the project. And thirdly, it presents the results of the assessment of the relevance of those technologies and their possible impact on the learning practices in each of the educational sectors addressed by the project.
This paper, originally published on the blog on Open Education 2030 of the Joint Research Centre, Institute for Prospective Technological Studies, suggests Competency Based Assessment may be the key to unleashing a wave of innovation.
Although Open Educational Resources and Practices, and other innovations contain huge potential to transform lifelong learning, there are unnecessary regulatory barriers, and Competency Based Assessment may be the key to removing these barriers and unleashing a wave of innovation.
There are two things you need to innovate. Competition and the freedom to innovate. There is no shortage of innovation in teaching and learning in the world today and Open Education Resources and Practices are among the most significant of these. Indeed, access to information is now so easy that the best of these practices can spread very rapidly. However, the surprisingly slow rate of change has shown that there are barriers, and one of those is the regulation of teaching and learning methods.
Competency Based Assessment has the potential to break through that particular barrier by giving both students and providers much more freedom to choose their preferred learning methods. This will lead to a huge increase in competition and innovation in higher education and in particular, lifelong learning within higher education, that will both improve standards and drive down costs. In such a scenario of massive disruption it would be unwise to try to predict what the outcome would look like in 2030, except to say that it would look quite different to what we have now. In this essay, I will argue that a small change like Competency Based Assessment could have huge implications for Lifelong Learning within Higher Education.