ethanporcaro/eric-fulltext-meta huggingface dataset:
Sustainability Learning through Gaming: An Exploratory Study
Author: Fabricatore, Carlo
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Games,Computer Games,Problem Solving,Sustainable Development,Problem Based Learning,Thinking Skills,Environmental Education,Systems Approach,Computer Simulation,Instructional Design,Computer Uses in Education,Statistical Analysis,Evaluation Criteria,Computer Software Evaluation,Instructional Material Evaluation

This study explored the potential of digital games as learning environments to develop mindsets capable of dealing with complexity in the domain of sustainability. Building sustainable futures requires the ability to deal with the complex dynamics that characterize the world in which we live. As central elements in this system, we must develop the ability of constantly assessing the environment that surrounds us, operating in it and adapting to it through a continuous and iterative individual and interpersonal process of revision of our frames of reference. We must focus on our world as a whole, considering both immediate problems and long-term consequences that decision making processes could generate. Educating for sustainability demands learning approaches and environments that require the development of systems thinking and problem-solving, rather than solely the acquisition of factual knowledge. When designed with complexity in mind, digital games present a high potential to facilitate sustainability learning. Digital games can be modelled as complexified systems, engaging players in cognitively demanding tasks requiring problem-solving and decision-making skills to deal with ill-structured problems, unpredictable circumstances, emerging system properties and behaviours, and non-linear development of events. Furthermore, games can require players to collectively engage in the pursuit of common goals, promoting remote interactions across large numbers of players. To understand how games are currently used for &quot;learning for sustainability&quot;, we analysed 20 games. In spite of the potential offered by digital games and concrete examples of good practice, we found that sustainability thematic contextualisation and complex system dynamics are not leveraged as much as could be expected. Hence, there seems to be space for improvements oriented at creating game systems requiring players to address sustainability issues from multiple perspectives through: contextualisation integrating the social, economic and environmental dimensions of sustainability; gameplay dynamics integrating non-linearity, emergence, uncertainty, ill-defined problems and social interactions. (Contains 5 figures.)
Leadership in MMOGs: A Field of Research on Virtual Teams
Author: Mysirlaki, Sofia
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching Methods,Leadership,Educational Research,Leadership Training,Communities of Practice,Computer Games,Motivation,Leaders,Ethnography,Constructivism (Learning),Teamwork,Skills,Skill Development,Group Dynamics,Social Behavior,Educational Games,Social Networks,Instructional Design,Computer Uses in Education,Mixed Methods Research,Surveys,Questionnaires,Statistical Analysis,Qualitative Research

As our need for collaboration constantly grows, new tools have emerged to connect us in social networks, supporting the development of online communities, such as online games and virtual worlds. MMOGs (Massively Multiplayer Online Games) and MMORPGs (Massively Multiplayer Online Role-Playing Games) are complex systems, in which players are self-organized and collaborate in guilds; constantly improve to remain competitive, visioning the enemy's and guild's reaction. Nevertheless, these are considered to be important leadership skills for the real world, revealing multiple similarities that link the gaming world and the real world. However, despite the significant amount of educational research and the growing interest of the scientific community in MMOGs, there is a lack of empirical research considering the cognitive and social aspects of these games. This paper outlines the theoretical rationale behind a doctoral research project which is currently in progress and examines the leadership skills that can be developed in a self-organized community of MMOGs. The main questions that this project attempts to address are: What characteristics related to the social nature of MMOGs activate leadership skills? What MMOGs can teach us about the design of successful online social spaces and activities for teaching leadership skills in virtual teams? In order to address these issues, this paper presents a theoretical framework for analyzing the social interactions in multiplayer games, within the context of community of practice, connectivism, self-organization and activity theory. This framework aims at examining the creation of communities and the development of leadership skills in MMOGs, in order to explore the role of leadership in these virtual teams. The study of the social structures of a group and the leadership skills that can be developed in a MMOG should result to specific design principles that could be used as design methods for developing effective collaborative environments for virtual teams. (Contains 2 figures.)
Students' Constructionist Game Modelling Activities as Part of Inquiry Learning Processes
Author: Smyrnaiou, Zacharoula
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Active Learning,Cooperative Learning,Learning Processes,Scientific Concepts,Inquiry,Grade 9,Science Instruction,Group Activities,Constructivism (Learning),Educational Games,Computer Games,Computer Simulation,Computer Mediated Communication,Discussion,Synchronous Communication,Participant Observation,Motion,Mechanics (Physics),Educational Experiments

Learning science requires the understanding of concepts and formal relationships, processes that--in themselves--have been proved to be difficult for students as they seem to encounter substantial problems with most of the inquiry-learning processes in which they engage. Models in inquiry-based learning have been considered as powerful &quot;tools&quot; that may help students in enhancing their reasoning activity and improving their understanding of scientific concepts. Modelling, however, in the form of exploring, designing and building computer models of complex scientific phenomena has also been embedded in the constructionist learning approach. Working collaboratively with constructionist game microworlds that by design invite students to explore the fallible model underpinning the game and change it so as to create a new game, may provide students opportunities to bring into the foreground their conceptual understandings related to motion in a Newtonian space and put them into test making them at the same time objects of discussion and reflection among the members of the group. Apart from the meaning generation, we also study in this paper, the students' group learning processes i.e. the construction of emergent activity maps to either plan their actions as they engage in game modelling activities or to report on the outcomes generated when these actions are implemented. The connections between the students' activities as they work with a constructionist medium and the inquiry-based learning activities from which the students are considered to pass when engaging in scientific inquiry also constitute one of the main issues this paper attempts to study. (Contains 9 figures.)
The Place of Game-Based Learning in an Age of Austerity
Author: Whitton, Nicola
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Games,Adult Students,Teaching Methods,Computer Games,Economic Factors,Cost Effectiveness,Costs,Educational Strategies,Computer Simulation,Instructional Design,Role Playing,Computer Assisted Instruction,Instructional Materials,Material Development,Computer Software

Digital games have the potential to create active and engaging environments for learning, supporting problem-solving, communication and group activities, as well as providing a forum for practice and learning through failure. The use of game techniques such as gradually increasing levels of difficulty and contextual feedback support learning, and they can motivate users, using challenges and rewards, competition and mystery. Above all, computer games provide safe spaces in which learners can play, explore, experiment, and have fun. However, finding appropriate games for specific educational contexts is often problematic. Commercial entertainment games are designed for enjoyment, and may not map closely to desired learning outcomes, and the majority of educators do not have the time or specialist expertise to create their own games. Computer games are expensive to purchase or produce, and learners, particularly busy adult learners, need to be convinced of their effectiveness. So while there are many theoretical benefits to the use of computer games for learning, it given the increasing economic constraints in education, their use may simply not be practical. This paper presents three alternative ways in which the theory and practice of computer games can be applied to education, without the expense. First, the option of developing simple and cost-effective games with low technical specifications, such as alternate reality games, or using virtual worlds or one of the growing number of accessible game-builder toolkits to create educational games, will be explored. Second, learning "from" games rather than "with" them is discussed, examining game techniques that naturally enhance learning, and embedding those elements in traditional teaching practices. Third, the paper presents the option of giving learners agency as game creators rather than simply players, so that it becomes the process, not the product, which facilitates learning. The advantages and drawbacks of each approach are discussed, looking at both practical and pedagogic issues. In this way, the paper aims to offer alternative ways of thinking about the potential of digital games for learning, and present possible solutions to the increasing financial constraints that face the field.
Starting Online: Exploring the Use of a Social Networking Site to Facilitate Transition into Higher Education
Author: Knight, John
Date: 2012-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Opportunities,Teaching Methods,Internet,Social Capital,Social Networks,Electronic Learning,Case Studies,Learner Engagement,Foreign Countries,Educational Technology

It has been widely recognised that transition into higher education (HE) can be challenging for incoming students. Literature identifies three main areas where students may benefit from support: social, practical and academic. This paper discusses a case study that explores the potential of a social networking environment to provide support in these areas during students' transition into HE. The Learning Development Unit (LDU) at Bucks New University has previously addressed transitional issues through pre-sessional campus-based programmes. However, to provide opportunities for a wider range of students, the LDU launched Startonline in 2010. This online pre-sessional environment used the social networking platform Ning to provide new students with access to non-subject-specific academic activities (e.g., critical thinking), social networking tools and practical information. As a pilot, the aim was to observe where students focussed their attention and explore the affordances of a social networking environment for facilitating transition. Startonline ran for the month leading up to the beginning of the academic year, during which time around 300 students signed up and participated. Quantitative analysis of platform user data was conducted and student and staff participants were interviewed, providing useful qualitative data. Findings highlighted that students' engaged intensely in social and informational aspects of the environment, but remained resolutely uninterested in generic academic activities. There was, however, considerable self-directed interest in finding subject-specific information and learning activities. Direct, personal involvement of subject-teaching staff seemed the determining factor in take up of these aspects. Social networking platforms are already used by students to maintain social capital and access emotional support from existing social networks when leaving secondary school. This project highlights that, equally, such environments also provide powerful opportunities for students to establish social networks as they transition into higher education. Lessons have also been learned with regard to effective pedagogical strategies for engaging students academically in social networking environments and areas identified for future research. (Contains 1 figure.)
Getting the Message: Supporting Students Transition from Higher National to Degree Level Study and the Role of Mobile Technologies
Author: Fotheringham, Julia
Date: 2012-00-00
Type: Journal Articles
Subjects: Action Research,Articulation (Education),Influence of Technology,Handheld Devices,Transitional Programs,Educational Resources,Web 2.0 Technologies,Computer Mediated Communication,Institutional Characteristics,Role Perception,Foreign Countries,Electronic Learning,Student Adjustment

In this paper, we explore roles that mobile technologies can play in supporting students' transition to second and third year of university degree study, specifically along articulation routes from completing a Higher National Certificate (HNC) or Higher National Diploma (HND) at college. Articulating students face particular challenges associated with, typically, adjusting to the demands of moving up a level in their academic studies, acclimatising to an unfamiliar academic culture, and integrating into an existing cohort of students. Message of Support, a project funded by the Edinburgh, Lothians, Fife and Borders Regional Articulation Hub (ELRAH), developed a range of SMS, podcasts, and DVD resources, drawing on the voice and experience of existing students, in order to support new students and staff in their respective parts in the articulation journey. Through a process of action research, it was found that such resources can aid the transition process by offering timely contact, reassurance, and information to students as well as valuable development materials for staff. Responses to the challenges of using mobile technologies as support mechanisms for articulating students were identified. Additionally, other areas of transitional support provision outwith tertiary education were identified. The Message of Support project is sharing lessons learned and helping to inform good practice in this context. (Contains 6 tables and 1 figure.)
Exploring a Middle Ground Engagement with Students in a Social Learning Environment.
Author: Smith, Anne M. J.
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Environment,Access to Information,Socialization,Learner Engagement,Predictor Variables,Aptitude Treatment Interaction,Critical Incidents Method,Organizational Communication,Mixed Methods Research,Semi Structured Interviews,Questionnaires,Network Analysis,Social Networks,Information Networks

The twenty first century student demands more from universities in terms of engagement that is flexible, accessible and immediate. This means universities revisiting their engagement agenda at a time when financial constraints can least afford expensive technologies and resource dependent engagement solutions. Solutions are likely to be varied however they must fundamentally deliver what students expect in terms of engagement. Engagement requires a partnership between academe and student body, but often this relationship is a tension between what universities want to deliver, and what students expect to receive. This complex environment of constraint, tension and expectation means that solutions will be tested by both parties on those variables. In pursuit of solutions it is presumed that there could be a "middle ground" that would be acceptable to both parties. The aim of this paper is to present the concept of "middle ground" engagement, where parties engage in learning using a simple, cost effective and easily accessible communication tool. "Middle ground" is an emerging concept informed by results from a study of student communication, interaction and social learning. It enables freedom of movement for the user to communicate, engage and participate with others. The tool tested in the study is not a formal learning space such as a VLE, or a branded social space such as facebook, but rather a flexible, social learning environment allowing simultaneous access to social networking sites and formal academic space. The subsequent challenge is to shape and roll out a communication tool that is "middle ground". (Contains 2 tables and 1 figure.)
Fostering a Web 2.0 Ethos in a Traditional e-Learning Environment
Author: Martin, Marie
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Environment,Educational Technology,Management Systems,Foreign Countries,Electronic Learning,Distance Education,Online Courses,Learning Experience,Web 2.0 Technologies,Computer Uses in Education,Colleges,Access to Education,Case Studies,Doctoral Programs,Teacher Role,Leadership Responsibility,Student Role,Transformative Learning

As technology continues to flatten the world and as Web 2.0 changes the way knowledge is created and shared, tertiary education institutions are turning increasingly to e-learning to extend access to students globally as well as to improve the quality of their learning experience. Learning Management Systems (LMS) currently dominate the delivery of e-learning at this level. Though these systems have extended functionality by including some Web 2.0 tools, they are generally perceived as a &quot;walled garden&quot;, essentially embodying the traditional transmission paradigm of teaching and learning rather than the philosophy of Web 2.0. This is leading, particularly in the blogosphere, to calls to break down the walls of the LMS and to explore more open online courses. There is, however, an emerging view that Web 2.0 ideals can be realised within an LMS environment, provided the environment is aligned with these ideals. This paper supports that view. It presents a case study of an eight-week e-learning course based on this premise, offered first in spring 2011, with a second iteration in spring 2012, as part of a doctoral programme in Instructional Technology by Duquesne University, Pittsburgh, USA, and designed and delivered within an LMS by an instructor living in Northern Ireland. The course is underpinned by the concept of learning by wandering. The pedagogy is aligned with the fundamental Web 2.0 philosophy. Within broad parameters, it is flexible, student-centred and, from an early stage, student-led. Students are encouraged to use a variety of Web 2.0 tools, according to their preferences, to collaborate in preparation for their leadership role and as a language to express their ideas and to share their learning. The teacher's role is identified as sage at the side. This case study is intended to contribute to the provision of a framework for transformative e-learning through fostering a Web 2.0 ethos within a traditional learning environment. (Contains 1 table.)
Cognitive Communication 2.0 in Higher Education: To Tweet or Not to Tweet?
Author: Andrade, Antonio
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Lecture Method,Technological Advancement,Classroom Communication,Educational Technology,Technology Integration,Communication (Thought Transfer),Computer Mediated Communication,Social Networks,Electronic Publishing,Web Sites,Handheld Devices,Learning Processes,Interaction,Direct Instruction,Internet

Research has been fertile in producing studies on pedagogical change and innovation through technology in Higher Education Institutions, namely the integration of the social media in pedagogical practice. However, there is a lack of studies on the integration of the social media in the particular field of lectures. In this context, commonly practiced, the teacher faces a wide audience and feels the need to activate mechanisms of direct instruction, for reasons of economy of time and because it is the most dominant pedagogical model. As a result there is a communication paradigm 1.0 (one-way communication, one-to-many, low or non-existent interaction). In this study, exploratory and quantitative in nature, an approach to the thematic of the exploration of the social media in order to upgrade the cognitive communication from 1.0 to 2.0 (many-to-many, interaction between all the participants) in lectures was made. On the approach to the problem, we explored a PowerPoint presentation with the integration of the micro blogging tool Twitter, as a basis for addressing the characteristics of cognitive communication 2.0. For data collection a questionnaire was designed, based on literature, and intended to evaluate several dimensions of the resource used, namely: i) pedagogical issues, ii) technological aspects, iii) cognitive learning; iv) interactions in the classroom; v) positive behavior in the classroom and vi) negative behaviour in the classroom. The results indicate that students recognize the potential of this tool in the dimensions assessed. Twitter integration in PowerPoint allowed the teacher and the students to read each other's views and each had the opportunity to contribute to the debate. It also allowed the release of multiple choice questions to the audience, with answers via Twitter and projection of results via PowerPoint. This way, a true cognitive communication 2.0 took place. (Contains 15 figures and 3 tables.)
A Case of Problem Based Learning for Cross-Institutional Collaboration
Author: Nerantzi, Chrissi
Date: 2012-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Teaching Methods,Online Courses,Feedback (Response),Communities of Practice,Institutional Cooperation,Intercollegiate Cooperation,Phenomenology,Interviews,Participant Satisfaction,Questionnaires,Reflection,Interdisciplinary Approach,Teacher Certification,Student Centered Curriculum,Foreign Countries,Electronic Learning

The idea of moving away from battery-type Academic Development Activities and silo modules and programmes towards open cross-institutional approaches in line with OEP are explored within this paper based on a recent small-scale, fully-online study. This brought together academics and other professionals who support learning, from different disciplines and professional areas who are studying towards a Postgraduate Certificate (PgCert) in Teaching and Learning in HE/Academic Practice during a facilitated open Problem-Based Learning (PBL) task around assessment and feedback using freely available social media. The study aimed to explore if and how online PBL can be used within PgCert provisions to provide opportunities to connect, communicate and collaborate in a community of practice beyond institutional walls. The phenomenographic methodology underpinned this research. Participants' experiences in this open Academic Development activity were captured through individual remote interviews, a series of questionnaires and reflective accounts. Findings indicate that open online PBL has the potential to enable learners and educators to break out of academic and virtual silos. It also widens collaborative learning within Academic Development in multi-disciplinary and multi-institutional groups. Recommendations are made to Academic Developers and other tutors on how to bring learners from different programmes, institutions and countries together online using social media to create the conditions and the environment for a meaningful, rich and fruitful exchange and enable collaborative formal and informal learning.