Deanna Hutchinson and I have been working on a research project about simulations and we have been chatting about the underpinning concepts that we are working with. On one hand, we have worked with a set of definitions and assumptions. On the other, we also reflected… what is the perception of our readers.
A student walks into a campus. They are apprehensive about their first day as a student. There are signs telling them where to go, but they can’t find anyone to ask for help. As they walk through the bricked walls, they can see classrooms behind doors, but can see into the doors to work out if that is their room. They try to open a few doors, but they are all locked. They finally come across a door that is unlocked, when a person shooes them away.
Consider how much easier it is to catch up on lectures or readings when you can listen to them while driving or catching up on housework. Ask someone who works out a gym if they appreciate catching up on the news or their favourite soapies thanks to closed captions that feed the dialogue across the screen in text format.
Web content accessibility has been discussed for years, with many people labouring under the delusion that it is something that only government websites have to deal with for now. They’ll do what’s easy – alt tags for images, title tags for links – but anything tougher than that and it’s a problem they’ll deal with on an as needed basis or ‘later’.
George Siemens is an educator and researcher who looks at networks, analytics and education in digital environments. He is a pioneer in MOOCs (Massively Open Online Courses). So it was an absolute thrill that Klevar was able to support Vanguard Visions in putting together a Master Class at the well appointed Flinders University Victoria Square campus followed by a networking session at RiAus.
This blog post is about classroom reflections on using gamification techniques to achieve learning outcomes. It is not about games in education (refer to my previous blog post for clarification on the difference).
Games and Play are a natural way to learn. Educational Games (or serious games) are designed to acquire or improve knowledge and skills as defined by learning outcomes. Designing a quality educational game requires skill and a high investment of time. On the other hand, Gamification is the use of game-like elements in non-game contexts. For learning and development providers, this is an important difference. Games can be expensive to develop and implement, whereas gamification strategies can be simple and subtle. This is the first in a series of blog posts that explores gamification and how it can be applied in learning and development.
Augmented reality is where a physical real world environment is ‘augmented’ by computer generated input, such as animations, videos, sound, graphics or GPS data. Generally, the ‘augmentation’ is in real time, such as adding notes to a location, scores to a football game or video to a graphic.