Learning object A learning object is "a collection of content items, practice items, and assessment items that are combined based on a single learning objective".[1] The term is credited to Wayne Hodgins when he created a working group in 1994 bearing the name[2] though the concept was first described by Gerard in 1967.[3] Learning objects go by many names, including content objects, chunks, educational objects, information objects, intelligent objects, knowledge bits, knowledge objects, learning components, media objects, reusable curriculum components, nuggets, reusable information objects, reusable learning objects, testable reusable units of cognition, training components, and units of learning. Learning objects offer a new conceptualization of the learning process: rather than the traditional "several hour chunk", they provide smaller, self-contained, re-usable units of learning.[4] Definitions[edit] The following definitions focus on the relation between learning object and digital media. [edit]
Gaming education There are at least three different classes of digital games in schools. Which you prefer speaks volumes about the role you believe schools should play. The first group, the classic edu-tech games, have danced in and out of schools for so long that many kids take them for granted. Most of these programs are cute, but they fall short on pedagogical ambitions and graphic design. That doesn’t make them worthless; it just limits their effectiveness. (One person’s drill-and-kill can indeed be another’s guiding light. By contrast, a handful of educators a few years ago sought to put game controls directly into students’ hands by teaching them how to build their own games. And now comes what I would dub a third approach, something that has picked up its very own buzzword before it has even reached most school gates: gamification. Most games are naturally social, which means gamification depends on that other ubiquitous web trend, social networking. The Scratch camp is more about empowerment.
A Theory of Fun for Game Design Jeu sérieux Un article de Wikipédia, l'encyclopédie libre. Un jeu sérieux[1] (de l’anglais serious game : serious, « sérieux » et game, « jeu ») est un logiciel qui combine une intention « sérieuse » — de type pédagogique, informative, communicationnelle, marketing, idéologique ou d’entraînement — avec des ressorts ludiques[2]. De manière synthétique, un jeu sérieux englobe tous les jeux vidéo qui s'écartent du seul divertissement. La vocation d’un jeu sérieux est donc de rendre attrayante la dimension sérieuse par une forme, une interactivité, des règles et éventuellement des objectifs ludiques[3]. Il existe de multiples jeux sérieux, selon les disciplines. Histoire du jeu sérieux[modifier | modifier le code] Dès le XVe siècle, avec le mouvement humaniste en Italie, on recense l'oxymore « Serio Ludere ». Pour trouver le concept moderne du jeu sérieux, il faut attendre les années 1970, avec l'œuvre du chercheur américain Clark Abt intitulé Serious Games[5]. Jeux santés[modifier | modifier le code]
E-learning Educational technology is "the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources".[1] Educational technology as the theory and practice of educational approaches to learning.Educational technology as technological tools and media that assist in the communication of knowledge, and its development and exchange.Educational technology for learning management systems (LMS), such as tools for student and curriculum management, and education management information systems (EMIS).Educational technology as back-office management, such as training management systems for logistics and budget management, and Learning Record Store (LRS) for learning data storage and analysis.Educational technology itself as an educational subject; such courses may be called "Computer Studies" or "Information and communications technology (ICT)". Definition[edit] Related terms[edit] History[edit] Theory[edit]
Writing Games: Multicultural Case Studies of Academic Literacy Practices in Higher Education September 2002 — Volume 6, Number 2 Christine Pearson Casanave (2002) Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers Pp. xx + 311 ISBN 0-8058-3531-8 US$32.50 (paper) US$69.95 (cloth) In seeking to understand the development of academic writers, in particular, multicultural academic writers, Christine Pearson Casanave takes the reader through the struggles of novice writers to the challenges of accomplished writers. In recounting the steps writers take and the phases they go through to become academic writers, Casanave engages in two interwoven undertakings. Through the use of case studies, she portrays in-depth the struggles of developing voices and identities in learning to play the writing games of academia. As she moves through the different steps in identity development, Casanave continually readjusts the picture adding layers of complexity to the difficulty of understanding the adjustments individuals make to play the writing games.
Games: Improving Education Educators increasingly recognize the impact of entertainment software and utilize games as a teaching device in a growing number of classrooms and business settings. In doing so, they are embracing the cultural and technological shifts of the 21st century and expanding the use of a favorite leisure activity, computer and video games, into a critical and still-emerging educational resource. More than just play, entertainment software helps impart knowledge, develop life skills and reinforce positive habits in students of all ages. Cognitive Research In addition to being a great way to keep students engaged, researchers have found that video games have real potential as next-generation learning tools. Games use new technologies to incorporate principles crucial to human cognitive learning. University of Wisconsin education professor Dr. In the Classroom Almost out of necessity, teachers are taking steps today to incorporate computer and video games into learning. Summer Camps Degree Programs
Serious Game Expo - Salon du serious game à Lyon Instructional technology In education, instructional technology is "the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning," according to the Association for Educational Communications and Technology (AECT) Definitions and Terminology Committee.[1] Instructional technology is often referred to as a part of educational technology but the use of these terms has changed over the years.[2] Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources."[3] While instructional technology covers the processes and systems of learning and instruction, educational technology includes other systems used in the process of developing human capability. History[edit] The first use of instructional technology cannot be attributed to a specific person or time. Current status[edit] Areas[edit] See also[edit] HowTo.tv References[edit]
Serious Games Entertain, Educate Employees | Articles A hurricane is about to hit the coast of North Carolina. Knowing demand for items like plywood, flashlights and batteries will spike in areas affected by the storm, you turn to your networks to figure out which suppliers can quickly and cost-effectively supply the needed gear. Supply chain professionals for large retail chains regularly face these kinds of situations on the job. IBM first created Innov8 to address what surveys showed was "a major skills gap" in business process management among business students, says Phaedra Boinodiris, IBM's Serious Games product manager. It was offered as part of IBM's Academic Initiative, a program designed to help universities produce graduates with the kinds of business-oriented IT skills desired by employers. Features such as embedded glossaries were added to the original version, which runs on a 3D gaming engine, to make it more intuitive, and IBM launched three online games.
Issue 1102, 2011 Interactivity, Inhabitation and Pragmatist Aesthetics by Phillip D. Deen Pragmatist philosophy of art provides an account of aesthetic experience particularly suited to the transactive and immersive qualities of video games and superior to spectatorial and institutional alternatives. It also distinguishes between mere emotion and artistic expression, providing a response to those who assert games cannot be aesthetic. Optimizing Play: How Theorycraft Changes Gameplay and Design by Christopher A. Analyzing the role of theorycraft in optimizing play, this essay argues that theorycraft demonstrates a distinct approach of how to 'play' World of Warcraft, uniting game studies research that focuses on procedural rhetoric and paratexts, while expanding the role of rhetoric for the analysis of games. Bishōjo Games: ‘Techno-Intimacy’ and the Virtually Human in Japan by Patrick W. This paper offers an in-depth analysis of bishōjo games. The Leisure of Serious Games: A Dialogue by Geoffrey M.
Serious games : les premiers retours d'expérience en France - JDN web & tech Air France, BNP Paribas, L'Oréal, Axa... Plusieurs grands groupes français se sont engagés dans des projets visant à exploiter le jeu vidéo au profit de la formation. Le point. Présents depuis une dizaine d'années dans les entreprises et les administrations et universités, les serious games font maintenant partie intégrante de leur arsenal des outils de formation. Et sont au centre d'un véritable marché dont le chiffre d'affaires s'est considérablement développé. Estimé à plus de 40 millions d'euros en 2010, le marché français du serious game recense près d'une centaine d'éditeurs et fournisseurs spécialisés dans leur création et mise en œuvre. Mais, les serious games s'étendent à d'autres domaines plus inattendus, comme le secteur médical. Les serious games se sont depuis ouverts aux entreprises de taille plus modeste Alors qu'ils ont pendant longtemps ciblé les grands comptes, les serious games se sont depuis ouverts aux entreprises de taille plus modeste.