9 reasons to replace traditional online courses with games for learning

Education | 2011.04.19 01:21 | Posted by 스마트 안전보건

1. Games give lots of choices to learners.

스크린샷_2011-04-18_오전_9.33.52.png

Games are doing a really good job for providing learning with a lot of choices.

스크린샷_2011-04-18_오전_10.02.45.png

2. It is what Amazon.com would do if they had your job.

스크린샷_2011-04-18_오전_9.33.46.png

Games customize your environments based on your profile or levels you are on a game.

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It is just like the customization of Amazon.com in which you are provided with customized information about books and other products you are interested in based on your profile or your purchasing experiences.

3. There are no next buttons

스크린샷_2011-04-18_오전_9.33.31.png  

There are 2 reasons that learners hate next buttons. The first reason is that it forces learners to be linear for thinking. It is like do this and this and this. Secondly, next buttons overuse context with too many materials for learners to read and do.

스크린샷_2011-04-18_오전_10.12.11.png

4. Cognitive psychologists dig it

스크린샷_2011-04-18_오전_9.34.56.png

The best instruction hovers at the boundary of a learner's competency (by Andy Disessa at Berkley graduate school of education).

스크린샷_2011-04-18_오전_9.36.12.png

<Zone of Proximal Development>

5. Sometimes it is good to fail

스크린샷_2011-04-18_오전_9.37.00.png

If you want to succeed, double your failure rate (by Thomas Watson, the founder of IBM).

스크린샷_2011-04-18_오전_9.41.36.png

6. Games immerse learners in context

스크린샷_2011-04-18_오전_9.42.40.png

For example, games do this. With this kind of games, learners know what to do and how to make it complete.

스크린샷_2011-04-18_오전_9.44.10.png

7. Get rid of learners once and for all

스크린샷_2011-04-18_오전_9.46.22.png

8. Games make data sexy

스크린샷_2011-04-18_오전_9.48.15.png

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9. Nobody ever wanted to stay up until 2AM just to take your CBT one more time before going to bed.

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Games are more fun and have surprises, collaboration, and most importantly mastery. If you master something, you would feel fun.

In other words, with games, 'Learning is the drug.' (by Raph Koster 'Theory of fun)

스크린샷_2011-04-18_오전_9.53.45.png

In short, there is no learning objective that can't be made into a great game.

But traditional online courses, there is no learning objective that can't be ruined by turning it into a 'nexter'.

스크린샷_2011-04-18_오전_10.00.31.png

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Futuristic learning and training with augmented reality

Education | 2011.03.18 21:08 | Posted by 스마트 안전보건

This was my proceedings paper for 2011 SITE conference.

1.png

You can download it from here. http://www.editlib.org/fpv/36825

And these are the presentation at 2011 SITE conference in Nashville Tennessee.

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Educational games

Education | 2011.02.17 01:49 | Posted by 스마트 안전보건

Teaching with Games

"Children learn best when the content is relevant to them and when they can connect new learning with old," says Marcia Baldanza, principal of Patrick Henry Elementary School in Alexandria, Virginia. “Finding the Velcro to make those connections can be challenging, but with games, it's easy." Baldanza, who feels that playing games has strengthened teacher-student and student-student relationships at her school, notes that students like games because they have fun and learn at the same time, and teachers like them because games help build students’ academic confidence, as well as social and problem-solving skills.

Learn More About Using Games in the Classroom

Education World has published a number of articles and lessons on using games to teach and motivate. They include:
Rock or Feather

Read more at www.educationworld.com

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In details: 5 steps for writing instructional objectives

Education | 2011.02.12 04:57 | Posted by 스마트 안전보건

Step 1: Creating a title for your lesson
Name your lesson. What is the overall goal of your lesson? Make your lesson

title describe the purpose of the lesson.
Be obvious and use words such as How to, or Learning, Understanding, or visualizing.

Your learner should understand the overall goal of your lesson from reading its title.
    스크린샷_2011-02-11_오후_12.52.27.png

Step 2: Target what the learner should visualize, draw or sketch
Identify the outcome of the lesson. Ask yourself, what should a learner know or visualize

after they experience the lesson? Write one to four “TLW” statements.

Altogether these statements work towards accomplishing the goal of the lesson,

which you have identified in its title.
스크린샷_2011-02-11_오후_12.52.41.png

Step 3: Chunk, sequence, and scaffold critical information
Organize the sequence of the lesson elements.
This is the step where you structure information to make sense to the learner.
You use sequencing strategies (from easy to complex or known to unknown)to

communicate as logically as possible with the learner.  Scaffold the information

by considering selection, organization and integration strategies.
스크린샷_2011-02-11_오후_12.52.49.png

Step 4: Select the interaction strategies and intervention formats
Identify the type of interaction(s) you want to take place while the learner participates

in the lesson. Think of presentation-practice pairings.
스크린샷_2011-02-11_오후_12.52.59.png

Step 5: Identify assessment criteria to evaluate the learner (and your work)
write at least one way to assess its achievement. Identify criteria for achievement and make
sure it fits with the behavior desired and the condition/catalyst used.
Matching B, C, and D elements of the objective may take some writing, deleting, and rewriting.
Go back and forth until you have workable criteria.
스크린샷_2011-02-11_오후_12.53.09.png

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5 steps for wring instructional objectives

Education | 2011.02.11 07:24 | Posted by 스마트 안전보건

A “big picture” for creating objectives
Objectives are best understood in the context of a lesson.
The worksheet in Figure 12 will help you write

and assemble objectives into a lesson.

 

Five steps are used to create an objectives-based visualization lesson

that are synthesized. These steps include:
1. Creating a title for your lesson
2. Targeting what the learner should visualize, draw, or sketch

3. Chunk sequence and scaffold critical information
4. Select interaction strategies
5. Identify assessment criteria to evaluate the learner and your work.
5_steps_for_wring_instructional_objectives.jpg

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50개 직종별 재해예방 자료 온라인 제공

Safety | 2011.02.09 08:29 | Posted by 스마트 안전보건

산업안전보건공단, 주요 위험요인·필수 안전수칙 한눈에

근로자가 위험요인과 안전수칙 등을 스스로 파악하고 실천할 수 있도록 만든 자료가

보급된다.   한국산업안전보건공단(이사장 노민기)은 용접원, 지게차운전원, 미화원,

택배배달원 등 50개 직종별로 발생하기 쉬운 재해유형과 예방대책을 요약 정리한

‘직종별 재해예방 자료’를 홈페이지를 통해 제공한다고 8일 밝혔다.

1-11111_2.jpg
  이번 자료는 OPL(One Point Lesson)이라는 명칭으로 해당 작업별 주요 위험요인과

필수 안전수칙을 제공하고 있다.   또 직종별 재해사례를 만화로 구성해 해당 작업환경에서

발생하기 쉬운 위험요인을 쉽게 파악할 수 있도록 했다.
  주요 내용을 살펴보면 용접원의 경우에는 화재, 폭발, 넘어짐이 주요 위험요인이며

작업전 인화성 증기나 가스농도를 측정하고 작업장 주변 가연성 물질 등을 제거할 것을

당부하고 있다.   아울러 지게차 운전원의 경우에는 넘어짐, 떨어짐, 부딪침 등 주요

위험요인과 함께 안전한 화물운반 요령, 운행제한속도 준수 등을 제시하고 있다.
  직종별 재해예방 자료는 공단 홈페이지(http://is.gd/A0XGiu)에서 내려받을 수 있다.
  박동기 공단 교육미니어실장은 “이번에 제공되는 자료는 직종별 근로자가 별도의

도움 없이 쉽게 재해예방대책을 파악할 수 있도록 하는데 중점을 두었다”며 “산업현장에

자율 안전문화가 정착될 수 있도록 관련 서비스를 지속적으로 확대해 나갈 것”이라고 말했다.
  한편 한국산업안전보건공단은 이번에 50개 직종별 자료를 보급하고 앞으로 100개 직종을

추가로 개발해 2012년까지 총 150개 직종별 자료를 보급할 계획이라고 밝혔다.

 

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MOOCs, knowledge and digital economy

Education | 2010.12.22 15:57 | Posted by 스마트 안전보건

This article is a research project by Dave Comier, George Siemens, et al and

deals with Massive Online Open Courses (MOOCs), which means that all knowledge

and information may be done and shared on and online basis.

These videos tell you more about MOOCs.

 

Sometime in June Sandy McAuley, Bonnie Stewart, George Siemens and I decided to apply to SSHRC for funding for researching the place of MOOCs in the digital economy. We did a little work creating videos to allow people to understand what was going on in a MOOC and decide if it was something they might want to do.

We also did a huge write up that you might find interesting

The MOOC Model for Digital Practice responds to the “Building Digital Skills for Tomorrow” section of the consultation paper Improving Canada’s Digital Advantage: Strategies for Sustainable Prosperity by synthesizing the current state of knowledge about Massive Online Open Courses (MOOCs).


See more at davecormier.com

 

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5 Ways to Raise a Grateful Child

Education | 2010.12.11 02:27 | Posted by 스마트 안전보건

I read a great article about raising a thankful child, So I will share with you.

This article is by Patty Onderko at www.parenting.com

"I was 7 years old when I received a tiny Christmas present -- about the size of an

eraser -- awkwardly wrapped and covered in tape. My sister's boyfriend, Jeff, was

visiting and had considerately brought gifts for his girlfriend's three younger siblings.

Mine, though, was by far the smallest. I remember opening it up to reveal a miniature

ceramic dog -- a cold, hard nothing that fit in the palm of my hand -- and thinking

how unlucky I was. I gave Jeff my best cold shoulder the rest of the day.


And I've felt guilty about it ever since. Partly because, in hindsight, Jeff's gift was

very thoughtful: I'd been obsessed with my dollhouse, and he had managed to find

one accessory my dream home did not yet have -- a pet. Still, I couldn't look past

the size of the gift to be grateful for the amount of care that had gone into choosing it.
In this, experts say, I wasn't an unusual kid: For distractible, still-developing children

(and that's pretty much all of them), gratitude can be hard-won. While many can be

trained to say "please" and "thank you" beginning at about 18 months, true

appreciativeness and generosity take time to seed and blossom.


"There's a difference between encouraging thankfulness in your kids and actually

expecting it," says Claire Lerner, a child-development specialist at Zero to Three,

a nonprofit organization dedicated to the healthy development of kids and families.

"Raising a grateful child is an ongoing process."
Vicki Hoefle, director of Parenting on Track, a parent-education program based in

East Middlebury, VT (and the mother of five teenagers), concurs: "As nice as it is to

think about having a five-year-old who appreciates and shows gratitude for everything,

the truth is, parents can feel successful if they raise a thirty-five-year-old who

embodies that grateful spirit."

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E-learning 3.0

Education | 2010.12.08 05:37 | Posted by 스마트 안전보건

This is an article from Steve Wheeler, who is an educational technology professor

at University of Plymouth in UK. It deals with E-learning 3.0 with 4 categories.

I especially like 3D visualization and interaction, in which Augmented Reality in

education belongs to. Just have a look and grab some ideas.

I'm excited by the future. It's something I have always looked forward to! But what will e-learning look like in a few years time? When Stephen Downes laid down his manifesto for e-Learning 2.0 in 2005, he tapped into the zeitgeist of emerging social technologies and theorised a number of possibilities. Four years on technology is moving ever more rapidly, and a reappraisal of learning within digital spaces is overdue.
In conversation earlier today on Twitter with Sue Waters and Darcy Moore, we discussed what learning would look like in a Web 3.0 world, and how it might differ from current learning. This led me to revisit some thinking I have been doing recently about what for the sake of convenience I will call 'e-Learning 3.0'. I will try to encapsulate some of these thoughts here, attempt some (hopefully not too dangerous) predictions, and hopefully promote some discussion. I believe that e-Learning 3.0 will have at least four key drivers:
  1. Distributed computing

 

  1. Extended smart mobile technology

 

  1. Collaborative intelligent filtering

 

  1. 3D visualisation and interaction
Firstly, in a Web 3.0 world we will not only tap into the semantic web with all it promises, but e-Learning 3.0 will transgress the boundaries of traditional institutions, and there will be an increase in self-organised learning. Why? Because we will gain easier access to the tools and services that enable us to personalise our learning, and these will be aggregated more easily too. Additionally, with new cloud computing and increased reliability of data storage and retrieval, the mashup is a viable replacement for the portal which will lead to less reliance on centralised provision. This in turn may hasten the death of the ailing institutional VLE.

Secondly, many commentators such as
Derek Baird believe that Learning 3.0 is all about mobile technologies. Mobiles will play a big part in the story of e-Learning 3.0. There will need to be ubiquitous access to tools, services and learning resources, including people - peer learning group, subject specialists and expert support. With smart phone devices and better connectivity through constantly improving line-of-sight (satellite and wireless) networking services, there is little to stop learners everywhere from accessing what they need on the move, from virtually anywhere on the planet. Digital divides of the future will not focus on 'have and have not' socio-economic divides, but will more likely be 'will and will not' psychological divides, and 'can and cannot' skills divides.

Thirdly, truly collaborative learning will be possible in all contexts. Through predictive filtering and massively multi-user participative features, e-Learning 3.0 will make collaborating across distance much easier. With the best will in the world, very little collaborative learning occurs through the use of wikis and blogs, whilst social networks generally connect people but often superficially, and can also isolate. In a recent post entitled
Is Twitter the semantic web?, I speculated on Twitter's functionality and suggested that through its primitive filtering tools such as RT, DM, @ and #tagging, we are witnessing some of the early semantic features that enable users to work smarter and more collaboratively. Intelligent agents will take this a lot farther.

Finally, 3D visualisation will become more readily available. Quicker processing speeds and higher screen resolutions will provide opportunities for smoother avatar-driven 3D interaction. Multi-gesture devices which will operate in 3D space will also become more widely available, reminiscent of the opening scenes of the science fiction film Minority Report. Touch surface interfaces are already here (I have one on my laptop) and multi-touch versions too (my iPhone has one) which will ultimately signal the demise of the mouse and keyboard. See David Beers blog for more on these ideas. 3D multi-touch interfaces will make a whole range of tasks easier including file management, fine motor-skill interaction, exploration of virtual spaces and manipulation of virtual objects.

Read more at steve-wheeler.blogspot.com

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Experience of AR (Augmented Reality)

Creativity | 2010.11.18 05:19 | Posted by 스마트 안전보건

This web site and demo tool will let you experience AR (Augmented Reality)

in the real world. I found this site while I am researching data for my research

paper this semester. Once you have that experience, you will say "Wow!"

 

learnAR
 
iNet - International Networking for Educational Transformation
 
Specialist Schools and Academies Trust
 
Introducing learnAR, a new learning tool that brings investigative interactive and independent learning to life!
 
Biology: Organs
 

Augmented reality (AR)combines the real world with virtual content using a
simple camera such as a digital, video or web camera. To find out more visit
www.ssatrust.org.uk/resources

 


This demonstration of Augmented Reality shows the major organs of the body.

 
What you’ll need to see learnAR:
 
---------------- />
Flash Player 10

Flash player 10

----------------
Correct printed markers

Correct printed markers

----------------
A good quality webcam

A good quality webcam

----------------
A fast machine

A reasonably fast machine
(2.4 Ghz, DuoCore, 4GB RAM)

----------------

Read more at learnar.org

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