A Rating Tool for Sharing Experiences with Serious Games

A Rating Tool for Sharing Experiences with Serious Games 

M. Hendrix, P. Backlund, B. Vampula, 

International Journal of Game-Based Learning (IJGBL), 

volume 4(4), pp. 1-18, 2014.

DOI: 10.4018/ijgbl.2014100101

Abstract:

The potential of Computer Games for non-entertainment purposes, such as education, is well established. A wide variety of games have been developed for the educational market, covering subjects such as mathematics and languages. However, while a growing industry developing educational games exist, the practical uptake in schools is not as high as one would expect, based on current evidence of their effectiveness. The EduGameLab project investigates causes and solutions to the relatively low level of uptake in European schools. This paper describes a rating tool for sharing experiences about educational games among educators and parents, developed in the EduGameLab project. The ambition is that sharing knowledge about how games can be used in practice will stimulate practical use and acceptance. The development of this tool is based on a metadata schema for formally describing serious games and experiences with these games.

DOI: 10.4018/ijgbl.2014100101

Sample of the paper: http://www.igi-global.com/viewtitlesample.aspx?id=121791&ptid=91477&t=A%20Rating%20Tool%20for%20Sharing%20Experiences%20with%20Serious%20Games

Providing Career Guidance to Adolescents through Digital Games: A Case Study

Providing Career Guidance to Adolescents through Digital Games: A Case Study
I. Dunwell, P. Lameras, S. de Freitas, P. Petridis, M. Hendrix, S. Arnab, K. Star, 

International Journal of Game-Based Learning (IJGBL), 

volume 4(4), pp. 1-18, 2014.

DOI: 10.4018/ijgbl.2014100104

Abstract

In an evolving global workplace, it is increasingly important for graduates and school-leavers to possess an understanding of the job market, their relevant skills, and career progression paths. However, both the marketplace and career paths are becoming increasingly dynamic, with employees more frequently moving between sectors and positions than was the case for previous generations. The concept of a “job for life” at a single organization is becoming less prevalent across sectors and cultures. In such a context, traditional approaches to career guidance, which often focused upon identifying a suitable occupation for adolescents at an early stage and establishing a route towards it, are being challenged with the need to communicate the value of transferrable skills and non-linear progression paths. This article explores the role digital games might play in allowing learners to develop these skills as part of a wider careers guidance programme. Through a case study of the “MeTycoon” serious game, the potential reach of such games is discussed, with 38,097 visits to the game’s website, and 408,247 views of embedded educational videos. An online survey of players (n=97) gives some insight into their opinions of the game’s impact and appeal, with positive comments regarding the design of the game and its emphasis on creating an enjoyable gaming experience whilst providing educational content.

Sample of the paper: http://www.igi-global.com/viewtitlesample.aspx?id=121794&ptid=91477&t=providing+career+guidance+to+adolescents+through+digital+games%3a+a+case+study

Preprint: Computer Science Courses Using Laptops

A preprint of paper to be publish in the next edition the journal Innovation in Teaching and Learning in Information and Computer Sciences (ITALICS) is now available at http://journals.heacademy.ac.uk/doi/abs/10.11120/ital.2014.00011

Computer Science Courses Using Laptops

Gary Hill, Espen Svennevik and Scott Turner

Department of Computing & Immersive Technologies, University of Northampton, UK

Corresponding author: Scott Turner, Department of Computing and Immersive Technologies, University of Northampton, UK 

Email: scott.turner@northampton.ac.uk

Phone: +44 (0) 1604 893028

Abstract

Traditionally computer sciences courses have been taught using laboratories full of expensive desktop computers. Although this approach may have been valid in the 80, 90s and even the early part of this decade, this paper suggests that buying, maintaining and replacing laboratories full of computers is no longer required. This paper raises the issues associated with attempting to use laptops – as thin/thick clients using virtual machines – to deliver the computer science curriculum and offers potential solutions that, in some cases, may make computer science courses at such ‘brave’ institutions more appealing.

Read More: http://journals.heacademy.ac.uk/doi/abs/10.11120/ital.2014.00011

Gary Hill, Espen Svennevik, and Scott Turner: (2014) Computer Science Courses Using Laptops. Innovation in Teaching and Learning in Information and Computer Sciences. DOI: 10.11120/ital.2014.00011

Open Educational Resources: Problem solving on JORUM

 Another new Open Education Resource (OER) has been made available by the School of Science and Technology, University of Northampton.

Problem-Solving

Author: Dr Scott Turner

http://find.jorum.ac.uk/resources/19001

Details

These mini lectures are intended for undergraduate computing students, for providing simple steps in problem solving before the students learn a programming language. Problem-Solving and Programming is a common first year undergraduate module on the BSc Computing Programme at the University of Northampton. This material was taken from the problem solving part of the module and provides an introduction to five topics in problem-solving.

The resource can be found at: http://find.jorum.ac.uk/resources/19001

Innovation Fund Event - 13th June 2014

Members of STRiPe (Adel Gordon, Naomi Holmes and Scott Turner) with one of the posters from the group at the University of  Northampton's Innovation Fund Dissemination Event on 13th June 2014.

Click on the images below to find out more.

MApping: integrating mobile technology into geography fieldwork learning and teaching

Oculus rift poster may 2014 from Scott Turner

STRiPe at Northampton Learning & Teaching Conference 2014

A recent workshop presented by Scott Turner, Naomi Holmes, Adel Gordon and Janet Jackson at Northampton Learning & Teaching Conference 2014- Northampton 2018: Planning, Designing and Delivering Student Success gave participants an opportunity to 'play with' some of the computing technologies they have been investigating as tools for Environmental and Geography Students.

Visualising the field from Scott Turner

A recent paper presented by  Naomi Holmes and Adel Gordon at  Northampton Learning and Teaching Conference 2014- Northampton 2018: Planning, Designing and Delivering Student Success discussed some of the technologies they have been investigating as tools for Environmental and Geography Students.





A recent paper was presented by John Sinclair and co-authored by Stuart Allen, Linda Davis-Sinclair, Trish Goodchild, Julie Messenger, and Scott Turner at Northampton Learning and Teaching Conference 2014- Northampton 2018: Planning, Designing and Delivering Student Success about STEM outreach and employability.

Enhancing student employability skills through partnership working in STEM outreach

John Sinclair, Stuart Allen, Linda Davis, Trish Goodchild, Julie Messenger, Scott Turner

Contact details:

john.sinclair@northampton.ac.uk

Abstract:

For over a decade, University of Northampton staff and students have delivered successful STEM outreach activities, master classes and co-working opportunities to learners in schools and FE colleges.  In addition, the University works with the local STEMNET contract holder to gain national recognition for staff and students STEM Ambassadors and recognises STEM Ambassadors through awards (staff and student) as part of its annual celebration of volunteer achievement.  Both developments derive from a culture of empowering students as partners and enhancing the student journey.

The University has developed a co-ordinated programme of training and events to empower students and staff to engage with school and community outreach.  A cross-University STEM Steering Group (SSG) which features both management and grass roots-level representation from the across the University (Science and Technology, Health, Education, the Arts and its Centre for Employability and Engagement) manages the activities, including recruiting representation from the student body.  As such, SSG is uniquely well-placed to champion STEM activities across the University and to make these available to the wider community.  Local schools are able to access inspirational science activities, whilst University students gain employability-related skills in leadership, communication, project-delivery and self-motivation and staff gain valuable CPD.  Students also identify more strongly with the University.  The total package plays a major role in contributing to University aspirations in widening participation and is hugely popular with participants.  This paper will outline the project and will showcase the positive enhancements which it offers to University of Northampton students and school participants.

Mobile in the Field

Mobile in the field - Learning Across Contexts, the next generation from Adel Gordon

This slide deck was presented at the Blackboard Teaching and Learning Conference, April 2014 - Dublin, Ireland.

• 1. Mobile in the Field Learning Across Contexts – The Next Generation ADEL GORDON Learning Technologist University of Northampton @adelgordon
• 2. ABOUT ME ADEL GORDON Learning Technologist University of Northampton Adel.Gordon@northampton.ac.uk System Administrator for 11 years Focus on assessment technologies, Mobile and Blackboard/SIS integration
• 3. ABOUT MY INSTITUTION The University of Northampton has around 17,000 students (FTE) and around 1,500 staff All students and around 75% of staff are expected to use Blackboard. The Learning Technology team have responsibility over all things related to Blackboard…
• 4. WE’RE GOING TO LOOK AT… • Interdependencies when learning across contexts • Geographers’ use of mobile in the field • Lessons Learned • Future plans
• 5. OUR CHALLENGE #1 Lecture Theatre LaboratoryThe field Personal workspaceSeminar room Online / VLE
• 6. WHY MOBILE? “Mobile and wireless technologies support learning designs that are personalised, situated and authentic...” “mobile learning should aim to innovate and to discover what is gained through having portable tools that support observations, interactions, conversations and reflections, within and across various contexts of use...” (Kukulska-Hulme, Traxler & Pettit, 2007)
• 7. OUR CHALLENGE #2 Mapping “Desk based” Survey Identify & Delineate Overlay key Plan Data Collection Assignment BE ORGANISED! Students are required to:
• 8. OUR SOLUTION Tablets Image source: www.apple.com & www.tesco.com
• 9. OUR SOLUTION Skitch Image Source: www.evernote.com/skitch & Holmes (2014)
• 10. OUR SOLUTION FieldTrip GB Source: http://fieldtripgb.blogs.edina.ac.uk/
• 11. FIELDTRIP GB FORMS
• 12. HERE’S HOW WE USED BLACKBOARD Mobile Learn • All materials are mobile friendly with options for viewing • Discussion board for collaborative work
• 13. WHAT THE STUDENTS SAID Like having access to the forms before the fieldwork I like the bigger screen on the iPad mini – makes it easier to use the maps Being able to sync data once connected is great, and the FieldTrip GB app facilitates data collection really well I really like the iPad mini and having a 3G version makes it even better in the field FieldTrip GB is Great!
• 14. LESSONS LEARNED • Can increase engagement and support activities that are central to learning • Be clear about the aims and manage expectations (especially of internet availability!) • Importance of preparatory work
• 15. FUTURE PLANS Oculus Rift – pre fieldwork activities to enhance the usefulness of data capture and gathering in the field. In trials on generic maps and 3D environments student have commented that…
• 16. DO THIS NEXT Have a chat with staff and students about their practice. Particularly in subjects where field, lab, studio work etc is carried out. Consider the contexts in which learning takes place, and how the gap between them can be bridged using mobile. Get some mobile devices!
• 17. REFERENCES Brown, E. (ed) (2010) Education in the Wild: contextual and location-based mobile learning in action. A report from the STELLAR Alpine Rendez-Vous workshop series. University of Nottingham: Learning Sciences Research Institute (LSRI). Downward, S., et al. “Podcasts and Locations”. In Salmon, G. and Edirisingha, P. (eds) (2008) Podcasting for Learning in Universities. Maidenhead: Open University Press, pp. 57-69. Gordon, A., Jackson, J. and Usher, J. (2014) Learning across contexts - mobile for fieldwork in environmental sciences. In: Mobile Learning: How Mobile Technologies Can Enhance the Learning Experience. Oxford: UCISA. pp. 2-5. Holmes, N. (2014) Lake at Delapre. [Skitch image]. Kukulska-Hulme, A., Traxler, J., and Pettit, J., (2007) Designed and user-generated activity in the mobile age. Journal of Learning Design, 2(1), pp. 52–65. Blackboard Mobile – http://www.blackboardmobile.com/ FieldTrip GB - http://fieldtripgb.blogs.edina.ac.uk/ Oculus Rift - http://www.oculusvr.com/
• 18. THANK YOU! Adel Gordon Learning Technologist University of Northampton adel.gordon@northampton.ac.uk @adelgordon