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 TEL-Map European project, funded by the European Commission, has launched a survey about technology supported, innovative learning practices.
TEL-Map is a Coordination and Support Action focussing on roadmapping activities for innovative forms of learning. A roadmap can be understood as a ‘strategic lens’, through which future developments in a domain or an organisation are analysed for the purpose of channelling available resources wisely.
The aim of this new survey is to collect the views of teaching professionals to inform future roadmapping activities by probing certain statements with regards to their likelihood, desirability and – when it comes to policy measures – their feasibility.
There is no need to be an expert in all areas addressed to answer the survey, as the objective of TEL-Map is to get feedback from people with as diverse backgrounds as possible.
Question blocks have been created for each of the following innovative practices:
- Gamification: using game mechanics and elements of game design in non-game contexts in order to motivate learning. Controversial issues evolve around 'hunting for points as a distraction of learning', neglect of demographic particularities, availability of gamification strategies.
- Free Massive Open Online Course: bringing existing courses to an extended audience by driving technological and economical innovation. Controversial issues evolve around funding models, accreditation, high attrition rates and possible ways of highly automated learner support.
- Flipped classroom: inverting classroom situations so that the lecture part is moved from school to home and the exercise part takes place at school. Controversial issues evolve around managing differences between learners being more or less successful doing their homework, which requires fundamentally new types of in-class activities.
- Seamless Learning (Ubiquitous Learning): obliterating borders between different technologies and learning formats such as formal and informal learning or individual and social learning. Controversial issues evolve around the ownership of learning tools and data generated by learners' activities, or the potentially invasive character of learning technologies to the detriment of a balanced life style.
The Universitat Oberta de Catalunya and the Open University are conducting an international survey, as part of the project Open Resources: Influence on Learners and Educators (ORIOLE).
The ORIOLE Survey 2013 aims to collect and share data about how learning resources are used and sourced in higher education.
Available in English and Spanish, the online survey will remain open until May 30th and is targeted to anyone working directly in learning and teaching and those who support this work (Library, Instruction Design, Educational Technology, etc.)
Spread the word! £300 will be donated to Oxfam education programmes, with respondents choosing the specific initiatives to receive money.
Beyond the Net Generation Debate: A Comparison of Digital Learners in Face-to-Face and Virtual Universities
This article was originally published on the International Review of Research in Open and Distance Learning, Volume 13, Issue, 4.
The study compares behaviour and preferences towards ICT use in two groups of university students: face-to-face students and online students. A questionnaire was applied to a sample of students from five universities with different characteristics (one offers online education and four offer face-to-face education with LMS teaching support).
The full title of this White Paper produced by the ELIG Secretariat is
Open Education: a wake up-call for the learning industry?
Is open education fundamental to a sustainable learning industry
or a noble but commercially flawed cause?
Based on research from across the breadth of the learning industry, there are clear indications that the commercial learning industry has not yet fully engaged with open education (OE) or open educational resources (OER). The commercial hesitation to adopt OE is in large part due to a perceived lack of associated new business models. It is also due to the perceptionof OE being a potential threat to existing learning business models. This view neglects the important innovation potential that OE brings to the learning market. We present evidence that OE is growing quickly – e.g. in the academic world– even though only few industry members are currently supporting it. This creates a potential for market disruption – in similar ways as the music industry has experienced with the rise of Internet filesharing or the software industry with the rise of Open Source. To not proactively engage with open education, its production, use or practices, could present a serious threat to the sustainability of the current learning market.
Le recours grandissant aux TICE a donné lieu à l’introduction de nouvelles approches pédagogiques, comme l’apprentissage fondé sur les ressources où un large éventail d’outils TICE est mis au service de divers besoins d’apprentissage. Les matières scientifiques se prêtent particulièrement bien à cette démarche. En mettant en œuvre une investigation collaborative à l’aide des TICE, les enseignants peuvent concevoir le cadre éducatif comme un tout intégré qui fournit aux élèves les outils technologiques pertinents, les guide afin qu’ils puissent collaborer efficacement, et favorise de nouvelles modalités créatives de travail sur les connaissances d’un haut niveau épistémologique.
L’idée qu’Internet contribuerait à une nouvelle ère de la démocratie participative s’est imposée depuis quelques années, mais le risque est réel de voir cet « outil de démocratie », comme on s’est plu à le qualifier, devenir un facteur de marginalisation sociale pour ceux qui ne sont pas capables de maîtriser les compétences de lecture-écriture. Pour éviter ce risque, les institutions éducatives et sociales doivent tenir compte des problèmes auxquels sont confrontées les personnes handicapées lorsqu’elles utilisent les technologies modernes et leur fournir des outils spécifiques, notamment une formation et des logiciels appropriés.
C’est seulement ainsi que la technologie pourra être considérée, non pas comme LA solution, mais tout au moins comme un moyen de minimiser les conséquences de la dyslexie et de favoriser l’intégration sociale des personnes dyslexiques en les aidant à faire face aux difficultés et aux appréhensions qui sont leur lot quotidien.