Media Art Net | Davies, Charlotte: Osmose Charlotte Davies«Osmose» If in virtual environments during the first years of Virtual Art one often witnessed the use of gateways that caused abrupt crossovers, what one experiences in the image spaces of «Osmose» are osmotic crossovers from one sphere of images to the next, always aware of how an old sphere deteriorates and then amalgamates with a newer one. This, of course, entails calculating both image spaces at exactly the same time. [...] Two worlds of text parenthetically accompany this simulacrum of nature: on the one side, the 20,000 lines of the programming code that produces the work, which in the artificial world arranges itself to an enormous column awaiting inspection. The inconsistency between technology and nature that Char Davies seems to develop as the theme in the work «Osmose» (osmosis), and in the succeeding work «Ephémère,» is explained only in part by an interest in economy. Susanne Ackers (also the author of all the following descriptions of Char Davies’ works)
G.A.M.E. - Gamers Advancing Meaningful Education Middle School Minecraft | Imagine the possibilities… Intro to game based learning - Mathias Poulsen - Mathias Poulsen I’ve been happy participating in the EU-funded “Project GAMEiT” for quite some time, and now we’re in the final phase. As one of our goals is producing an introductory handbook to the field of game based learning, I’m currently in the process of writing several chapters for this handbook. One of my most challenging tasks is always identifying that which is not common knowledge in order to avoid becoming too esoteric when talking about games and learning. We all run this risk when diving deep into one or another field, and I keep reminding myself not to stay in the depths, but rather to frequently resurface. I’m obsessed with the idea of sharing knowledge, and I really wish to contribute to both broader and deeper insights regarding games – in general as well as in educational settings. I’m trying hard, but I’ll probably never be flawless in this aspect (or in any other, for that matter). In addition to sharing, I have this ideal of being transparent in my work (and as a person as well).
Gamification: Defined for Educators | IGNITEducation “Gamification is the use of game thinking and game mechanics in non-game contexts to engage users in solving problems” -Zichermann“Gamification is a business strategy which applies game design techniques to non-game experiences to drive user behavior.” -Gamification.org“Gamification is the infusion of game design techniques, game mechanics, and/or game style into anything.” -Gamification Wiki All of the above definitions are valid. Gamification is a huge field of study which is growing every day. But as a teacher, none of these definitions are helpful as they seem a bit vague. Lee and Hammer define Gamification as “the use of game mechanics, dynamics, and frameworks to promote desired behaviors.” Lee and Hammer hit the nail on the head. As always, the devil is in the details.
What the Research Says About Immersion - Tara Williams Fortune Note: This chapter was originally published by the Asia Society as a chapter in the handbook entitled Chinese Language Learning in the Early Grades. The full publication can be found at: Download PDF of this article What the Research Says About Immersion by Tara Williams Fortune Center for Advanced Research on Language Acquisition University of Minnesota Over nearly half a century, research on language immersion education has heralded benefits such as academic achievement, language and literacy development in two or more languages, and cognitive skills. Benefits of Language Immersion Academic and Educational Without question, the issue investigated most often in research on language immersion education is students' ability to perform academically on standardized tests administered in English. Although the vast majority of TWI research has been carried out in Spanish/English settings, Dr.
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