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
Teachers, Parents, and Pupils asked to support PUMO in Developing unique Online Courses and Teacher’s Training through Seminars and Survey
The PUMO Project has set out to address the education of pupils living away from their home countries in situations where there are no schools in their first language. PUMO intends to develop a series of online courses to support learning progress in subject areas specific to their countries of origin – this includes language skills, but also other subjects not necessarily addressed by the schools in their country of habitation. The potential educational disadvantages of mobility due to, for example, parents’ employment are thereby to be minimized through a detailed training programme for interested teachers and technology-enhanced support in the form of online educational resources (courses). In order to ensure this training and support programme successfully approach the needs of both mobile pupils and the teachers who help them, the PUMO Project is conducting a series of questionnaires and introductory seminars for teachers, parents, and representatives of the state educational systems to describe the state-of-the-art, to identify the needs and requirements, and further to help teachers to integrate and use these online courses.
The PUMO Consortium has already organized successful seminars in the partner countries of Estonia, Greece, Latvia, Lithuania, and Sweden in order to present the project’s aims and receive feedback regarding project subject matter. A series of personal interviews will take the place of an introductory seminar in Germany and will be held in June – Primary and secondary school teachers, representatives of the state education system, and involved parents are invited to participate. These interviews will be held per telephone or via Skype (with or without video accompaniment as desired). Parent organisations are especially welcome, as their intimate familiarity with the situation of their children and subject matter in their countries of origin are of special relevance for PUMO. The introductory interviews will address the identification of the current educational situation of the emigrant population in the country, the support of distance-based language and culture courses, and the best composition of the teachers’ training programme.
Both the German introductory interviews and the other completed seminars are complemented by an on-going online survey for all target groups of the project. PUMO thereby invites all interested individuals to submit their opinions through the following multilingual links:
- For state representatives of school systems:
- For parents of mobile pupils:
- For pupils in primary education:
- For pupils in secondary education:
- For teachers:
PUMO appreciates your insight and desire to support pupils on the move. For more information on the PUMO Project, please visit the project website at www.pumo.info.
The 2012 ETNA (Enhanced Training Needs Analysis) survey, carried out by the Jisc Regional Support Centre (RSC), shows that social media, and particularly YouTube, has firmly entered the learning environment as teaching and learning tools, with its use growing significantly year on year.
Presented at the Jisc RSC Scotland Annual Conference on 7 June, this new survey reveals that nearly three quarters of academics in further education agree that social media tools enhance the quality of the learning experience. YouTube is by far the most popular tool, while Facebook and particularly Twitter, lag well behind. However, the survey also identifies a strong need for staff training in the use of social media.
The 2012 ETNA survey is the fifth of its kind in Scotland, with ETNA surveys having been carried out for more than a decade across Scottish colleges, analysing technology in further education and able to show trends over time. In 2012, 1,700 staff took part, including more than 700 academics across 40 of the 43 colleges.
Together with responses from admin and support staff, managers, learning resource staff, learning technologists, and technical and network staff, this report provides a comprehensive picture of technology in the learning landscape.
Of those surveyed:
- Academic staff seemed most in favour of social media: 70% agreed that its use enhances the -quality of the learning experience and 69% agreed that students were at ease using it
- Some academic staff felt that social media is a distraction to learning
- Around half of all middle managers said their department uses social media tools for learning and teaching
- Fewer than 10% of staff in any category, however, had received training in social media
- More than a third of staff identified a need for staff training.
Of the media channels:
- Other media lagged far behind, with Facebook used by only 15% of academic staff and Twitter used by just 3%
- Blogs and wikis sat just behind Facebook at 14% and 13% of academic staff
- Emerging platforms such as Pinterest and Flipboard were used by just 1% of academics and not at all by managers
- Facebook was more popular among admin and support staff, learning resource staff and learning technologists than it was among academic staff
- All social media access was still completely blocked by a significant minority of colleges.
LINQ 2013 Attracts 200 Professionals from Fields of Open Education, Learning Technology, and Quality Management to Rome
2nd International Conference on “Learning Innovations and Quality: The Future of Digital Resources” (LINQ 2013) Concludes Successfully.
More than 200 attendees from four continents and over 30 different countries contributed to a vibrant conference dialogue at LINQ 2013 carried out over May 16th and 17th. LINQ 2013 participants gathered at the global headquarters of the United Nations’ Food and Agricultural Organization (FAO) in Rome, Italy to discuss the future of international learning innovations and quality. Keynote speeches by prominent experts in the fields of educational innovation and representatives of the European Commission, UNESCO, and CEDEFOP complemented a great variety of on-going research projects and state-of-the-art papers presented during the conference. In his introductory speech, the LINQ Conference Chair Christian M. Stracke pointed out the need for bridging learning innovations and learning quality, which is the core objective of LINQ. The success of LINQ 2013 has inspired conference organizers from the University of Duisburg-Essen to begin preparations for LINQ 2014, expected to take place on the island of Crete next May.
Highlights from the LINQ 2013 Plenum on May 16th include elaboration by António Silva Mendes, Director of the European Commission and Coordinator of the European Union’s Lifelong Learning Programme on the importance of quality improvement in learning outcomes. Silva Mendes asserted the efficacy of learning programmes in promoting employment chances, the role the EU can play in supporting member states transfer successful schemes to other members, and the importance of developing benchmarking activities to monitor said schemes’ success in new contexts. Tony Bates of Tony Bates Associates provided LINQ 2013 with an analysis of the most recent forms of open education, concluding that open access education must be accompanied by quality assessment to ensure its value for learners. UNESCO OER Chairs Rory McGreal (University of Athabasca) and Fred Mulder (Open University of the Netherlands) emphasized the advantages Open Educational Resources (OER) have provided to contemporary learners – Rory McGreal underlined the need for free education and open mobile access, whereas Fred Mulder explained the broad, multifaceted meaning of open education, including demand-side arguments for opening up education.
Further keynote speakers included the expert and inventor of the term “e-learning” Jay Cross of the Internet Time Alliance, who focused on the need for integrating learning into work and the value of happiness for learning. Christian-Friedrich Lettmayr, Director of the European Centre for the Development of Vocational Training (CEDEFOP) presented current trends in vocational training in Europe. Ignasi Labastida, board member of the OCW Consortium and Creative Commons, explained the value and benefits of open licenses and pled for an opening and sharing of educational resources. Miguel-Angel Sicilia of the University of Alcalá expounded on linked open data and its connections to the evolution of the semantic web, exemplifying this “web of linked learning” through the Virtual Open Access Repository VOA3R (www.voa3r.eu). Finally, Christian M. Stracke introduced the International Association ICORE for Open Research and Open Education and the results of its first meeting on the day before LINQ 2013.
On May 17th four parallel sessions gave invited speakers, research projects, and paper authors thematic space in which to present their work. More information about LINQ can be found online at the official LINQ website at www.learning-innovations.eu, including videos of the complete conference, the conference proceedings, and information about future events. For the most up-to-date news on the results of LINQ 2013 as well as LINQ 2014, including new opportunities for participation, please follow @LINQ_Conference on Twitter and like www.facebook.com/LINQConference on Facebook.
About the 2nd European Conference on
Learning Innovations and Quality:
“The Future of Digital Resources”
The main goal of LINQ 2013 was to bring together a variety of academics and professionals in active in the field of Innovations and Quality in Lifelong Learning (LLL) for an innovative exchange of the latest developments in education and training innovations and quality on both a European and international level. Potential points of access to this field included new learning methods and design, Technology-Enhanced Learning (TEL), quality standards and certification, human resources development, competences and skills, digital resources, learning materials, and online collaboration and communities.
LINQ 2013 attracted submissions from throughout Europe, as well as Asia, America, and Africa. More than 150 researchers and practitioners answered the LINQ 2013 call for papers and projects. This year thus showed a continuation in the high level of interest which made LINQ 2012 such a successful conference in Brussels last year. The Global Headquarters of the United Nations’ Food and Agriculture Organization (FAO) in Rome, Italy provided an ideal location for LINQ 2013. The first day of the conference began with a plenary which included remarks from prominent keynote speakers. The second day was divided into four parallel sessions, allowing the chosen project and paper submitters to present their work.
More information about LINQ online:
Europeana, Europe’s digital library, museum and archive, has launched its first free iPad app. Europeana Open Culture introduces the public to hand-picked and beautiful collections from some of Europe’s top institutions, and allows people to explore, share and comment on them.
The app provides an easy introduction to Europe’s glorious art treasury through five specially curated themes: Maps and Plans, Treasures of Art, Treasures of the Past, Treasures of Nature and Images of the Past.
Europeana Open Culture presents stunning visual collections with large images - great for those smaller details - and a comment option that opens up the possibility for dialogue between many people exploring the same images.
The 350,000 images available through the app come from collections as diverse as:
- Royal Botanic Gardens, Edinburgh, UK
- Rijksmuseum, The Netherlands
- National Library of Poland
- The Archaeological Museum, Portugal
- Bulgarian Academy of Sciences
- Digital Library of the Spanish Ministry of Defence
All images included are either in the public domain or are openly licensed.
The app is built on the Muse platform. The platform’s code is open source, so, it is completely free to use and improve.
Marking the successful conclusion of the Open Innovation 2.0 Conference held in Dublin on 20-21 May 2013, the EU Open Innovation Strategy and Policy Group (OISPG) have released the paper entitled “Open Innovation 2.0 – A New Paradigm”, which outlines the key emerging characteristics and practices of Open Innovation 2.0 (OI2) and how it can practically help address key European challenges.
The OI2 paper and the Dublin Innovation Declaration were the key outputs from the Open Innovation 2.0 Conference in Dublin. The paper outlines key emerging characteristics of the new Open Innovation 2.0 paradigm, whilst the Declaration outlines 10 key actions to advance progress in the EU towards achieving the Europe 2020 goals of smart, inclusive and sustainable growth.
The Louvre Museum’s (France) "Closer Look" interactive multimedia tool allows users to see the details of an artwork through a magnifying glass, while commentaries and animations provide historical and artistic background.
Formal analysis and contextual research combine with close-ups and videos to give the viewer more information than they would get if they went to the museum and saw the work in person.
Some of the famous art pieces dissected using this multimedia tool are the Mona Lisa, the Winged Victory of Samothrace and the Seated Scribe.
The “Closer Look” commentaries and texts are available in French, English and Japanese.
Young Europeans Love Languages (YELL) is a network of European partners committed to promote language learning as a key skill of lifelong learning.
The project (2009-2011) identified a number of tools to raise awareness and to demonstrate the importance of language learning and produced the YELL Handbook, targeted at multipliers in non-formal and formal education, providers of cultural, social and sport activities for young people.
The Handbook provides insight on how to implement best practices on raising awareness about cultural diversity and motivation of young people to learn foreign languages. The tools are designed for all education and vocational qualification institutions and for the trainers.
The project also produced the Virtual Documentation Center, an on-line database of examples of good practise in the field of innovative and creative ways of language learning in non-formal and informal contexts.
The YELL 2 project was launched in April 2013 to to disseminate the results of the network and to raise awareness of the Virtual Documentation Centre. The consortium of partners from Germany, UK and Turkey, aims to extend the user base of their online database and to enhance the tool by gathering additional Best Practice resources from around Europe.