responders to frequently rehearse and sharpen their training in a simulated
hazardous materials emergency . The emerging truth: the same factors that make
well-designed games highly motivating also make them ideal learning environments
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Freedom helps launch students' careers - University of Hull - 1 views
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Game-Based Learning: What it is, Why it Works, and Where it's Going - 0 views
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The emerging truth: the same factors that make well-designed games highly motivating also make them ideal learning environments
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We make mistakes in a risk-free setting, and through experimentation, we actively learn and practice the right way to do things
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Learning” doesn’t mean rote memorization—it means acquiring the skills and thought processes needed to respond appropriately under pressure, in a variety of situations
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In addition, even the most comprehensive training program cannot cover procedures for every complex eventuality that we will encounter—no matter how thick the binder is. In game-based environments, we learn not only the facts, but also the important, underlying hows and whys. This understanding of deeper, more abstract principles prepares us to perform consistently and effectively, even in new and unexpected situations.
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This understanding of deeper, more abstract principles prepares us to perform consistently and effectively, even in new and unexpected situations
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In contrast, traditional, passive training approaches drill us on certain narrow procedures, and then evaluate us on our memory of what we were told. Even when we successfully retain the lesson’s facts and procedures, our behavior in true-to-life situations remains untested. In addition, even the most comprehensive training program cannot cover procedures for every complex eventuality that we
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Carnegie Mellon’s Eberly Center for Teaching Excellence has amassed a set of basic principles that describe the learning process . Following are four of these key principles, with examples of how each plays
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Carnegie Mellon’s Eberly Center for Teaching Excellence has amassed a set of basic principles that describe the learning process
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This article explains how game based learning works, why its effective and how it differs from traditional learning
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Explains the differences in results between GBL and regular learning techniques.
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IGI Global: International Journal of Game-Based Learning (IJGBL) (2155-6849)(2155-6857)... - 2 views
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The International Journal of Game-Based Learning (IJGBL) is devoted to the theoretical and empirical understanding of game-based learning.
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The International of Game-Based Learning (IJGBL) is devoted to the theoretical and empirical understanding of game-based learning. They basically trying to promote knowledge pertinent to the design of Game Based Learning environments, and to provide relevant theoretical frameworks and the latest empirical research findings in the field of Game-Based Learning.
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This talks about IJGBL, a study completely devoted to understanding GBM and promote its design and future. They hope to identify, explain, and improve the interaction between learning outcomes and motivation in video games, and to promote best practices for the integration of video games in instructional settings. This provides students, researchers, instructors, and policymakers with valuable information in GBM and increases their understanding in designing, developing, and deploying successful educational games.
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Penetrating the Fog: Analytics in Learning and Education (EDUCAUSE Review) | EDUCAUSE - 1 views
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But the most dramatic factor shaping the future of higher education is something that we can’t actually touch or see: big data and analytics. Basing decisions on data and evidence seems stunningly obvious, and indeed, research indicates that data-driven decision-making improves organizational output and productivity.
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According to the 1st International Conference on Learning Analytics and Knowledge, “learning analytics is the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimising learning and the environments in which it occurs.”
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Analytics spans the full scope and range of activity in higher education, affecting administration, research, teaching and learning, and support resources.
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How do big data and analytics generate value for higher education? They can improve administrative decision-making and organizational resource allocation. They can identify at-risk learners and provide intervention to assist learners in achieving success. By analyzing discussion messages posted, assignments completed, and messages read in LMSs such as Moodle and Desire2Learn, educators can identify students who are at risk of dropping out.13 They can create, through transparent data and analysis, a shared understanding of the institution’s successes and challenges. They can innovate and transform the college/university system, as well as academic models and pedagogical approaches. They can assist in making sense of complex topics through the combination of social networks and technical and information networks: that is, algorithms can recognize and provide insight into data and at-risk challenges. They can help leaders transition to holistic decision-making through analyses of what-if scenarios and experimentation to explore how various elements within a complex discipline (e.g., retaining students, reducing costs) connect and to explore the impact of changing core elements. They can increase organizational productivity and effectiveness by providing up-to-date information and allowing rapid response to challenges. They can help institutional leaders determine the hard (e.g., patents, research) and soft (e.g., reputation, profile, quality of teaching) value generated by faculty activity.14 They can provide learners with insight into their own learning habits and can give recommendations for improvement. Learning-facing analytics, such as the University of Maryland, Baltimore County (UMBC) Check My Activity tool, allows learners to “compare their own activity . . . against an anonymous summary of their course peers.”15
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Number two talks about customizing learning through analytics by recognizing at-risk learners and helping them learn better.
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Number nine also talks about customizing how students are taught. It says that Learning Analytics "can provide learners with insight into their own learning habits and can give recommendations for improvement."
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Analytics in education must be transformative, altering existing teaching, learning, and assessment processes, academic work, and administration.
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Undoubtedly, analytics and big data have a significant role to play in the future of higher education. The growing role of analysis techniques and technologies in government and business sectors affirms this trend. In education the value of analytics and big data can be found in (1) their role in guiding reform activities in higher education, and (2) how they can assist educators in improving teaching and learning.
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So pretty much this is saying that Learning Analytics can improve education because it can assist educators and help them improve their teaching and education based off of the data that they find about their students
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Learning Analytics helps educators find out whats wrong and change it around the student so the student can get the best education possible
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Learning analytics is essential for penetrating the fog that has settled over much of higher education. Educators, students, and administrators need a foundation on which to enact change. For educators, the availability of real-time insight into the performance of learners—including students who are at-risk—can be a significant help in the planning of teaching activities. For students, receiving information about their performance in relation to their peers or about their progress in relation to their personal goals can be motivating and encouraging. Finally, administrators and decision-makers are today confronted with tremendous uncertainty in the face of budget cuts and global competition in higher education. Learning analytics can penetrate the fog of uncertainty around how to allocate resources, develop competitive advantages, and most important, improve the quality and value of the learning experience.
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This source was written by George Siemens,who works in the Technology Enhanced Knowledge Research Institute at Athabasca University, and Phil Long, a Director of the Centre for Education Innovaton and Technology at the University of Queensland. This site talks about how Analytics are used and what they are used for in Education
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I really think this website can help anyone with a "foggy" idea of learning analytics. Explains what to do with them above and beyond. Woo hoo.
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This article is about how data mining and research can help make decisions. This process is using statistical information instead of using informal guessing. It is beginning to be used on a wide level including medicine , business , and social programs and schools. It also says that education most have a reform and learning anaylitcs will have the biggest impact in deciding what will change or what will be added. So many of the students now a days spends time on the internet with social media and this leaves a foot print which leaves data of how their learning process works. Learning anaylitics is important because it benefits administrative and student purposes.
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Education Week: Educators Evaluate Learning Benefits of iPad - 0 views
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a development that astonishes some ed-tech experts since the device is less than 15 months old, and K-12 educators are traditionally slow adopters of new technology.
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ith a battery life of eight to 10 hours and a weight of just over a pound, the iPad offers more portability and less startup time during the full school day than laptops or netbooks, while its screen size facilitates more flexibility using the Web and easier input than smartphones.
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“Is this the best use of our funds, or is it simply a tool to engage and motivate our students?” he asks. “Of course, technology has that capability, but is that always the best angle?”
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The question may be whether the iPad is best suited as a 1-to-1 device or to be shared as part of a stable of digital classroom tools. For example, on the other side of Arlington, Jamestown Elementary School’s instructional technology coordinator, Camilla Gagliolo, has stashed the nearly 60 iPads at her school in technology cabinets across classrooms in the 550-student K-5 school. About a half-dozen sit in each cabinet, next to a similar number of netbook computers and iPod touch media players.
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students can choose which device to use for an ongoing book-publishing project. During math in Bill Donovan’s 4th grade class, students rotate between workstations working on quick-response math exercises. Some are using math-drill apps on the iPad, iPod touches, or laptops. And some are using old-fashioned pencil and paper.
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"Every day seems to offer another story about a district or school that's buying iPads." This article explains the various uses of iPads in the classroom and how many schools have adopted them. It is important to gesture based computing because it gives yet another example of how gesture technology is invading the classroom.
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iPads in smaller schools instead of colleges and how they can be used in the classroom
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elearnspace › Learning Analytics 2011: Reflections - 0 views
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1. Analytics will be huge in education and are coming faster than almost anyone can anticipate. 2. Analytics are growing in prominence in many different disciplines and from all parts of the education system. Researchers from different fields found shared space in the analytics discussion. Are analytics the “universal decoder” for education reform? 3. Ethics are going to be an enormous concern. We all acknowledged it. No clear way forward exists at this stage. 4. Analytics can be applied across the full spectrum of education: for teachers, learners, administrators, policy makers, and government officials. 5. Student success, based partly in adaptive and personal learning, is a substantial motivator for foundations, administrators, and politicians. Under various covers (college completion, accountability, increased institutional effectiveness) analytics will be appropriated to serve numerous ideals, causes, and visions. 6. Brace yourself for the usual hype cycle: analytics will be everything, they will cure all ails, they will transform education, they will [_____]. Purchase your Batman Consultant-Repellant spray now.
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Game-Based Learning Talk - 1 views
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One of the biggest obstacles to wide-scale acceptance of GBL in our classrooms is the lack of proper training for our teachers.
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This is the area that most people think about when they hear the term “game-based learning.” This course is about evaluating all types of games to ascertain their relevance and effectiveness in student learning:
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Online educational game “collections,” such as Primary Games Arena, BrainPOP, and zondle Non-digital games, such as conventional board games and card games
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Having students design and develop their own games is a powerful way to have students learn not only about the technical and creative aspects of making a game but also about content-specific topics (such as history or math) that needs to be embedded in the game. Popular game creation tools include:
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In this course, teachers will learn how to design and develop their own educational alternate reality game or other new media game that does not require programming skills nor a large development team to build.
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Using game elements and principles to turn a class into a more game-like setting can be a way to help motivate and engage students. In this course, teachers will learn about the pros and cons of using gamification strategies, such as the use of badges and point systems, in the classroom or online course and ways in which they can implement these strategies.
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What Can We Learn About Assessment From Video Games? | edte.ch - 0 views
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The types of “dynamic and ongoing feedback” that help a player improve at the point of learning - the summary sheets help us to reflect on how we scored but this is the same as what grade did I get
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Not just seeing the individual method of feedback in isolation but placing it within the whole picture, the whole plan for supporting new players and helping them to be successful.
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Unfortunately points scoring and rewards are in the short term ‘easy’ ways for teachers to motivate pupils to do what the are told. Look at the number of ‘team points’ and ‘star charts’ that exist in primary schools. This may get them to behave in the required way, but it teaches pupils that only things that are worth doing are things that get them a number score…
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