The Cowl - v.30 - n.14 - Mar 14, 1968

The Cowl - student newspaper of Providence College. Volume 30, Number 14 - March 14, 1968. 10 pages

The Distant Horizon: investigating the relationship between social sciences academic research and game development

Research in the social sciences devotes a great amount of attention to investigating the impact of video games on the individual and on society. However, results generated by this research often fail to inform game development. The present study investigated the outreach of research conducted by the academic community by interviewing 30 game developers and 14 researchers, highlighting critical aspects in the relationship between game research and game industry. Specifically, we found that the difference in priorities, speed cycles, and dissemination practices between these two contexts hinder communication. Subsequently, we carried out a focus group for a set of developers and researchers (N=6) with the aim of eliciting recommendation for improving communication between academics and developers. Among the recommendations to emerge were calls to diversify dissemination channels, promote joint conferences and develop research-production partnerships. It was felt such measures could strengthen the influence of research results outside the academic community

Applying science of learning in education: Infusing psychological science into the curriculum

The field of specialization known as the science of learning is not, in fact, one field. Science of learning is a term that serves as an umbrella for many lines of research, theory, and application. A term with an even wider reach is Learning Sciences (Sawyer, 2006). The present book represents a sliver, albeit a substantial one, of the scholarship on the science of learning and its application in educational settings (Science of Instruction, Mayer 2011). Although much, but not all, of what is presented in this book is focused on learning in college and university settings, teachers of all academic levels may find the recommendations made by chapter authors of service. The overarching theme of this book is on the interplay between the science of learning, the science of instruction, and the science of assessment (Mayer, 2011). The science of learning is a systematic and empirical approach to understanding how people learn. More formally, Mayer (2011) defined the science of learning as the “scientific study of how people learn” (p. 3). The science of instruction (Mayer 2011), informed in part by the science of learning, is also on display throughout the book. Mayer defined the science of instruction as the “scientific study of how to help people learn” (p. 3). Finally, the assessment of student learning (e.g., learning, remembering, transferring knowledge) during and after instruction helps us determine the effectiveness of our instructional methods. Mayer defined the science of assessment as the “scientific study of how to determine what people know” (p.3). Most of the research and applications presented in this book are completed within a science of learning framework. Researchers first conducted research to understand how people learn in certain controlled contexts (i.e., in the laboratory) and then they, or others, began to consider how these understandings could be applied in educational settings. Work on the cognitive load theory of learning, which is discussed in depth in several chapters of this book (e.g., Chew; Lee and Kalyuga; Mayer; Renkl), provides an excellent example that documents how science of learning has led to valuable work on the science of instruction. Most of the work described in this book is based on theory and research in cognitive psychology. We might have selected other topics (and, thus, other authors) that have their research base in behavior analysis, computational modeling and computer science, neuroscience, etc. We made the selections we did because the work of our authors ties together nicely and seemed to us to have direct applicability in academic settings

Is academic economics withering in Australia?

Abstract: Departments of economics in Australia have not fared well recently. Many have been closed, merged or relocated, their staff made redundant while economics degrees and majors have been eliminated. This article tries to understand why academic economics appears to be withering in this country, or at least increasingly concentrated in Group of Eight (Go8) universities, and what if anything can still be done to preserve what is left

Just in Time: The Beyond-the-Hype Potential of E-Learning

Based on a year of conversations with more than 100 leading thinkers, practitioners, and entrepreneurs, this report explores the state of e-learning and the potential it offers across all sectors of our economy -- far beyond the confines of formal education. Whether you're a leader, worker in the trenches, or just a curious learner, imagine being able to access exactly what you need, when you need it, in a format that's quick and easy to digest and apply. Much of this is now possible and within the next decade, just-in-time learning will likely become pervasive.This report aims to inspire you to consider how e-learning could change the way you, your staff, and the people you serve transfer knowledge and adapt over time

Game Changer: Investing in Digital Play to Advance Children's Learning and Health

Based on a literature review and interviews with digital learning experts, explores how digital games can foster skills and knowledge for better academic performance and health. Makes recommendations for government research, partnerships, and media

Sport, children's rights and violence prevention: A source book on global issues and local programmes

Copyright @ Brunel University, 2012In line with the Convention on the Rights of the Child (CRC), UNICEF has been a strong advocate of children’s right to leisure and play. It recognizes the intrinsic value sports have in promoting the child’s health and well-being, education and development, and social inclusion, including by fostering the culture of tolerance and peace. Every child has the right to play safely, in an enabling and protective environment. However, although under-researched, evidence shows that children have been subjected to various forms of violence, abuse and exploitation ranging from undue pressure to achieve high performance, beatings and physical punishment, sexual harassment and assaults, to child labour and trafficking. The violence that children experience can lead to lifelong consequences for their health and development. It can also have devastating consequences. Article 19 of the CRC asserts that all children have the right to be protected from violence, calling on State Parties to take all appropriate measures for the protection of children, including while in the care others. Measures include strengthening child protection systems; increasing awareness and strengthening the protective role of parents, teachers, coaches and others caregivers as well as the media; developing and implementing standards for the protection and well-being of children in sports; implementing sport for development and other international programmes and initiatives; and improving data collection and research to develop an evidence-base of “what works”. Above all, the protection of young athletes starts by ensuring that those around children regard them in a way that is appropriate to their needs and that is respectful of their rights - as children first and athletes second. This book provides an expanded set of evidence and resources to back up the 2010 report from the UNICEF Innocenti Research Centre in Florence, Italy - Protecting Children from Violence in Sport: A review with a focus on industrialized countries. I am delighted to provide a Foreword as it complements the ongoing work being done by UNICEF in development and humanitarian environments to make sport a safer place for children