Game-Based Learning (GBL)
Issue number 33 of eLearning Papers focuses on the challenges and future of Massive Open Online Courses (MOOCs), a trend in education that has skyrocketed since 2008.
Guest edited by Dr Yishay Mor, Senior Lecturer at the Open University's Institute of Educational Technology (UK), and Tapio Koskinen, Director of the eLearning Papers Editorial Board, MOOCs and Beyond seeks to both generate debate and present a variety of perspectives about this new popular learning model.
The emergence of MOOCs poses a set of challenges to the educational community. This new special issue of eLearning Papers aims to shed light on the way these online courses affect both education institutions and learners, and tries to find answers to some of the questions confronted by teachers and researchers.
Among other topics, eLearning Papers 33 explores whether MOOCs may be a viable solution for education in developing countries and analyses the role of these emerging courses in the education system, especially in higher education. Furthermore, valuable examples from the field are presented, such as the quad-blogging concept and a game-based MOOC developed to promote entrepreneurship education.
This issue includes 4 In-Depth articles and 6 From the Field ones:
- The Impact and Reach of MOOCs: A Developing Countries’ Perspective by Tharindu Liyanagunawardena, Shirley Williams and Andrew Adams
- MOOCs and disruptive innovation: Implications for higher education by Li Yuan and Stephen Powell
- The Next Game Changer: The Historical Antecedents of the MOOC Movement in Education by David T. Boven
- MOOC Design Principles. A Pedagogical Approach from the Learner’s Perspective by Lourdes Guàrdia, Marcelo Maina and Albert Sangrà
From the field articles
- MOOCs are More Social than You Believe by Jan Blom, Himanshu Verma, Nan Li, Afroditi Skevi and Pierre Dillenbourg
- Realising the Potential of Peer-to-Peer Learning: Taming a MOOC with Social Media by Emily Purser, Angela Towndrow and Ary Aranguiz
- Learning from Open Design: Running a Learning Design MOOC by Patrick McAndrew
- Quad-blogging: Promoting Peer-to- Peer Learning in a MOOC by Angela Towndrow, Ary Aranguiz, Emily Purser and Madhura Pradhan
- Game Based Learning MOOC. Promoting Entrepreneurship Education by Margarida Romero
- The AlphaMOOC: Building a Massive Open Online Course One Graduate Student at a Time by Carmen McCallum, Stephen Thomas and Julie C. Libarkin
Promoting entrepreneurship could help society overcome the crisis. At the same time, MOOCs could allow a large number of participants to enrol in entrepreneurship education.
This case study introduces the Introduction to Entrepreneurship MOOC, which takes advantage of Game Based Learning for developing entrepreneurship through an active based methodology in a MOOC open to anyone, anywhere.
“The Industry and Policy Context for Digital Games for Empowerment and Inclusion: Market Analysis, Future Prospects and Key Challenges in Videogames, Serious Games and Gamification” is a report published by the European Commission’s Joint Research Centre (JRC) in 2013 aiming to help policy makers and other stakeholders in their decisions about the potential contribution to economic and social goals of the creative, cultural and technological industries that develop digital games and gamification.
The effective use of Digital Games for Empowerment & Inclusion (DGEI) of people and communities at risk of exclusion will be shaped by, and may influence the development of a range of sectors that supply products, services, technology and research. The principal industries that would appear to be implicated are the videogames industry, and an emerging “serious games” industry.
The videogames industry is an ecosystem of developers, publishers and other service providers drawn from the interactive media, software and broader ICT industry that services the mainstream leisure market in games, The “serious games” industry is a rather fragmented and growing network of firms, users, research and policy makers from a variety of sectors.
These actors are trying to develop knowledge, products, services and a market for the use of digital games and products inspired by digital games for a range of non-leisure applications.
Authored by James Stewart and Gianluca Misuraca, from the Institute for Prospective Technological Studies (IPTS), the report provides a summary of the state of play of these industries, their trajectories and the challenges they face. It also analyses the contribution these actors could make to exploiting digital games for empowerment and social inclusion.
Finally, it explores existing policy towards activities in these industries and markets, and draws conclusions as to the future policy relevance of engaging with them to support innovation and uptake of effective digital game-based approaches to empowerment and social inclusion.
Information and media literacy and knowledge management
Information and media literacy and lifelong learning
Information and media literacy in different cultures and environm
Information and media literacy and emerging technologies and tools (Web 2.0)
Information and media literacy in the future (Web 3.0, mobile technologies)
Gamification of learning and education
Information and media literacy and legislation, copyrights
Information and media literacy and libraries
Collaborative learning through technology
Digital badges in learning and education
Blended learning trends
Assessment and evaluation of learning process (Learning analytics)
Thanks to the grant from the CEI (Central European Initiative) we are able to offer special fees.
First 18 participants from the CEI countries whose abstracts will be chosen by the program committee, we have a special offer:
Bottom-Line Performance will host two ‘Game-based Learning’ webinars on 26 March and 25 April 2013.
Most adult learners have had enough of Powerpoint slides, standard eLearning courses and instructor-led training. Gamification sometimes helps create a different work and learning environment by taking game elements (like points, badges, leaderboards, competition, achievements) and applying them to non-game settings. But many such initiatives fail because they don’t properly incorporate ‘fun’ into training programs. Tune into these two webinars to learn how gamification and game-based learning can succeed.
BrainPOP creates animated, curriculum-based content that students can interact with at school, at home, and on mobile devices. Resources are designed to support both educators and students, and include everything from movies to mobile apps on a variety of subjects ranging from Maths to Social Studies.
This resource, the first in a 4-part series that progressively increases in difficulty, serves as an aid in learning Chinese. The familiar matching game is applied to Chinese characters—students must look at sets of similar Chinese characters and pair up the ones that match exactly. Students can build their knowledge of simple characters by checking meanings and spoken examples.
[sic] is the name of a series of conferences on trends in the Information and Knowledge Society. Our conferences take place once per month and are designed to discuss current issues about the Information Society.
We are proud to present the 4th Special Edition of eLearning Papers. This special edition puts the spotlight on last year’s highlighted papers selected by the editorial board according to the quality of the articles, and also taking into account the feedback from our readers.
As the integration of digital media and technology in education is a policy priority throughout Europe, this special issue brings together five articles that discuss the onging transformation in schools and institutions as well as the evolution towards Open Educational practices.
Innovating Teaching and Learning Practices: Key Elements for Developing Creative Classrooms in Europe an article by Stefania Bocconi, Panagiotis Kampylis and Yves Punie looks at how to innovate teaching and learning practices.
The Ageing Brain: Neuroplasticity and LifeLong Learning by Eleonora Guglielman examines the increasingly important role of adult education in comparison to the low participation observed in training activities.
Children’s Experiences of Sexual Harassment and Sexual Abuse on the Internet by Mari Laiho and Katri Lampainen analyses a survey conducted by the Helsinki Virtual Community Police Team and Save the Children to investigate Child Sexual Abuse on the Internet.
Ellen Leenarts uses the findings of 4-year FP7 project to divulge on how apps and serious games can facilitate reflection at work, by empowering employees to learn by reflecting on their work practice and on their personal learning experiences on Reflective Learning at Work – MIRROR Model, Apps and Serious Games.
And finally, David Mathew and Susan Sapsed present two cases of international learners who brought with them into the learning environment some issues that were the product, not only of the age of the learner in question, but also of the geographical environment in which they studied on The International Student and the Challenges of Lifelong Learning.
This special edition, with summaries available in 21 languages, can be easily read on any device: computer, tablet or smartphone. We hope that you enjoy it and look forward to hearing your comments and feedback!
EXPOELEARNING es un Congreso y Exposición que permite estar al día sobre la planificación, diseño, dirección y la implementación del e-learning y RRHH. EXPOELEARNING tendrá su Congreso central, con dos días de conferencias en los que intervendrán expertos en e-learning, representantes de la Aministración Pública y empreas, que presentarán iniciativas en e-learning con gran proyección internacional.