Some history of games for learning

In Obstacles, Opportunities & Openness. Moving Learning Games Forward Klopfer, Osterweil and Salen (2009) from MIT Scheller Teacher Education Programme tell us about the history of games for learning, at least until 2009, when thy wrote this article, and explain the design, technological and market factors that were a hindrance to the evolution of good learning games.

Popular in the 80s was a range from behaviorist drill and practice exercises (i.e. Math Blaster Davidson/Knowledge Adventure, 1987) to open-ended environments suitable for either exploration or construction (i.e. The Incredible Machine, Jeff Tunnell Productions, 1993). Continue reading

Games-based Learning: some definitions

Prensky (2001, pp. 05-01) argues that computer and videogames are potentially the most engaging experiences, because they comprise of following elements:

1. Games are a form of fun. That gives us enjoyment and pleasure.
2. Games are form of play. That gives us intense and passionate involvement.
3. Games have rules. That gives us structure.
4. Games have goals. That gives us motivation.
5. Games are interactive. That gives us doing.
6. Games are adaptive. That gives us flow.
7. Games have outcomes and feedback. That gives us learning.
8. Games have win states. That gives us ego gratification.
9. Games have conflict/competition/challenge/opposition. That gives us adrenaline.
10. Games have problem solving. That sparks our creativity.
11. Games have interaction. That gives us social groups.
12.Games have representation and story. That gives us emotion. Continue reading

Über COOLs, POOCs und SmOOCs

 Joachim Wedekind, in seinem Paper „MOOCs – eine Herausforderung für die Hochschule?“ sieht MOOCs nicht als Herausforderung für die Hochschulen. MOOCs verändern eher die Weiterbildungslandschaft und nicht die Hochschulen.

Das ergibt sich zum Beispiel aus einer Analyse der TeilnehmerInnen des offenen Kurses opco12: Trends im E-Teaching, die gezeigt hat, Continue reading

Kompetenzorientierung

In Kompetenzorientiertes Prüfen beantworten Michael Cursio, Angela Hahn und Dirk Jahn aus der Friedrich-Alexander Universität Erlangen-Nürnberg (FAU) folgende Fragen: Was ist Kompetenz, wie könnte ein Kompetenzmodell für ein Modul ausschauen und welche Prüfungsformen können welche Kompetenzbereiche prüfen?

Kompetenz wird nach Weinert (2001, S. 27 f.) definiert und ist:

„die bei Individuen verfügbaren oder durch sie erlernten kognitiven Fähigkeiten und Fertigkeiten, um bestimmte Probleme zu lösen sowie die damit verbundenen motivationalen, volitionalen und sozialen Bereitschaften und Fähigkeiten, um die Problemlösungen in variablen Situationen erfolgreich und verantwortungsvoll nutzen zu können“.

Continue reading

Mein Organisationsverständnis

Im ZML-Leseclub haben wir im Handbuch Angewandte Psychologie für Führungskräfte das Kapitel Organisationsverständniss von Thomas Steiger gelesen.

Viele Organisationen, kommt mir vor, funktionieren nach den Prinzipien der Ökonomisch-rationalen Perspektive und streben aber mit unterschiedlichen Reformen das Verhaltenswissenschaftliche an, zB mit Angebote, die die Motivation der Mitglieder erhöhen sollen. Continue reading

Merkmalle offener Lernszenarien

Als Vorbereitung für das Keynote an unserem 13. E-Learning Tag am 17. September stellt Jenny Macness  eine Einführung über die Merkmale offener Lernszenarien zur Verfügung. Die Einführung finden Sie in ihrem Blogbeitrag „Characteristics of open learning environments“.

In dem Beitrag werden die Merkmale offener Lernszenarien nach Stephen Downes beschrieben: Autonomie, Diversität, Offenheit und Interaktion/Konnektivität. Continue reading

0-10: Zurück zu den Anfängen

Wir, das ZML-Team, haben unserer Chefin Jutta, einen MOOC zum 50sten Geburtsag geschenkt. Noch ein Potential der MOOCs, der Online Didaktik und ein Beispiel für alles, was man mit diesen Computern erleben darf :-)

Nach meinem Computerfreien Urlaub, der auch mal sein darf, starte ich jetzt etwas verspätet in Jutta’s 50er MOOC mit der ersten Assignment:

Ziel: Erinnere dich an deine frühe Kindheit, was ist dir in Erinnerung geblieben, woran denkst du besonders gern zurück?

Aufgabe: Suche ein Kindheitsfoto von dir und stelle es online als Kommentar unter diesem Beitrag. Deine Abteilung wird das ebenso tun.

Reaktion: Reagiere auf zumindest einen Beitrag deiner KollegInnen und erzähle ihnen was ihre geposteten Bilder bei dir auslösen.

natasa-balkoni

Das Foto habe ich vor einer Woche bei meiner Oma in Thessaloniki gesehen und abfotografiert. Ich bin auf unserem Balkon auf dem 3. Stockwerk eines großen Hauses in Thessalonik und “siniere” das Leben. Oder schaue die zahlreichen Menschen und Autos an, die unter dem Haus vorbei fahren. Oder überlege mir, wie ich vom Balkon hinunter klettern kann, so dass ich vom Haupteingang wieder hineingehen kann. Das habe ich dann irgendwann auch mal getan, bin irgendwie hinauf gekommen, habe mich über das Geländer gelehnt und wollte hinunter klettern. Meine Mama hat mich am letzten Moment geretet.

Also eine gute Kletterin war ich und habe tolle Ideen gehabt, die ich auch umgesetzt habe ;-)

Warming up on “legal topics”

Beeing a complete newcomer in the area of law and legal issues listening to the brief talk of Doris Kiendl-Wendner in Week 2: Legal Cultures of the cope14 challenged my assumptions about legal systems and made me reconsider my opinion on law inforcement.

It has been very interesting to learn about the civil law tradition, historically originating by the Roman Empire, and the case law tradition, originating in England. My understnading of law so far, was the one of the civil law, and it is very new to me to think about law in a more subjective, or more individual way, like in the case law tradition (at least this is how I understand case law after following discussions and comments in the course so far). I was surprised in the beginning, because law was something very solid and not at all flexible in my mind so far, but it makes perfectly good sense to me, now that I got to think about it differently.

Suddently I thought of law inforcement in a new way:  If you are realy thirsty and someone gives you an icecream, just because everybody got an iecream, that doesn’t meet your needs nor is it making the system more fair for the others. Equality doesn’t mean “everyone gets exactly the same”, regalrdless of the specific situations and diverse individual needs.

My case in Austria in 2001 as briefly as I can get it: an austrian administrator at the university refused my application for further studies in the department of psychology. He explained to me that they only accept applications from persons who already have an admition for the specific study degree in their home countries. My problem was that I already had a bachelors degree from the UK, which was not my “home country” – I am greek and Greece would make my life very difficult in order to offer me a study place at that point. This law was adapted in the year 2005, when Austria decided to adopt the european system and encourage student mobility. By then I had graduated a masters degree in the UK, had returned to Austria and was working as a researcher in one of its universities.

If Austria had a case law tradition, how would my life look like now? ;-)

My first meeting with “the seven dimensions of culture”

A better understanding of cultural diferences just became one my learning goals for my participation in the #cope14 MOOC.

Rupert Beinhauer, facilitator of the #cope14, introduced the group to the 7 dimensions of culture by Fons Topenaars and initiated a group activity about cultural differences in perception using advertisements.

As part of the activity I posted a US car advertisement on Google+, that I remembered seeing in the past, because it was one that I realy found iritating and very annoying. Why was that? And what will be the reaction of the group?

Further reading about the different cultural dimensions brought me to  the 5th dimension of Achievement Versus Ascription, relating on how people view status. The culture I come from (Greece) and live in (Austria) would fall in the category of ascription:

People believe that you should be valued for who you are. Power, title, and position matter in these cultures, and these roles define behavior.

The US falls in the category of achievement:

People believe that you are what you do, and they base your worth accordingly. These cultures value performance, no matter who you are.

What do you think? Could there be another of the 7 dimensions, that also plays a role in this case? Do other participants find the ad iritating? If yes, why do you think it is so?

#cope14 : Competences for Global Collaboration

I have signed up for the MOOC #cope14, a Massive Open Online Course on various Issues around Global Collaboration. The course starts on 22. of April (next week already) and will run for 6 weeks.

The first week is a welcoming week, as I understand a chance to get to know the way this course works, to organise and plan own learning activities, and to get to know (some) of the other participants. It would be great to get the chance to exchange with people from so many different countries.

The next 4 weeks concentrate on issues of legal cultures, business in emerging markets, relationshiops and networks in business to business marketing, as well as international communication and negotiation.  Many of the terms mentioned in the introductions of the topics are new to me, since I was never interested in business or law. I have always been interested in communication though and thats why I look forward to find out how the different topics will fit together and what I am about to learn. Who knows? After this course I might be able to say: I am interested in business and law! This will be a significant learning achievement of the course.

The last week will be a week to sum up everything and consider how the new ideas fit into what I already know and to where I want to go. I guess…

Thats my understanding of what will happen in the course and look forward to next week.