Wiki Justice, Social Ergonomics, and Ethical Collaborations

In this essay we explore various theoretical, pedagogical, and historical aspects of wikis focusing on three questions as points of departure—"What is a wiki?"; "How do you teach with a wiki?" and finally "What is the point of a wiki?

The Journal of the Center for Interdisciplinary Teaching and Learning

IMPACT: The Journal of the Center for Interdisciplinary Teaching & Learning is a peer-reviewed, biannual online journal that publishes scholarly and creative non-fiction essays about the theory, practice and assessment of interdisciplinary education. Impact is produced by the Center for Interdisciplinary Teaching & Learning at the College of General Studies, Boston University (www.bu.edu/cgs/citl).How do our students learn what it means to be a human being, with all the attendant responsibilities and joys? How do we learn to teach in a truly interdisciplinary manner? These are some of the questions that preoccupy this issue’s contributors

Democratic Experimentalism

This essay, written for a volume surveying “contemporary legal thought”, provides an overview of Democratic Experimentalism, a perspective that draws on both pragmatist social theory and recent practical innovations in private and public organization. Normatively, Democratic Experimentalism aligns with process theories that emphasize the role of courts in vindicating entitlements through inducing, collaborating with, and policing institutions, rather than vindicating them directly through interpretive or policy-engineering techniques. It departs from some such theories, however, in emphasizing that practice must often take the form of continuous investigation and revision, rather than the adoption of definitive solutions already known to at least some social actors. Descriptively, Democratic Experimentalism purports to give a better account than other perspectives of important recent developments in private, public, and international law that aspire to enhance decentralization and accountability simultaneously

Proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013)

"This book contains the proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET) 2013 which was held on 16.-17.September 2013 in Paphos (Cyprus) in conjunction with the EC-TEL conference. The workshop and hence the proceedings are divided in two parts: on Day 1 the EuroPLOT project and its results are introduced, with papers about the specific case studies and their evaluation. On Day 2, peer-reviewed papers are presented which address specific topics and issues going beyond the EuroPLOT scope. This workshop is one of the deliverables (D 2.6) of the EuroPLOT project, which has been funded from November 2010 – October 2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) of the European Commission through the Lifelong Learning Programme (LLL) by grant #511633. The purpose of this project was to develop and evaluate Persuasive Learning Objects and Technologies (PLOTS), based on ideas of BJ Fogg. The purpose of this workshop is to summarize the findings obtained during this project and disseminate them to an interested audience. Furthermore, it shall foster discussions about the future of persuasive technology and design in the context of learning, education and teaching. The international community working in this area of research is relatively small. Nevertheless, we have received a number of high-quality submissions which went through a peer-review process before being selected for presentation and publication. We hope that the information found in this book is useful to the reader and that more interest in this novel approach of persuasive design for teaching/education/learning is stimulated. We are very grateful to the organisers of EC-TEL 2013 for allowing to host IWEPLET 2013 within their organisational facilities which helped us a lot in preparing this event. I am also very grateful to everyone in the EuroPLOT team for collaborating so effectively in these three years towards creating excellent outputs, and for being such a nice group with a very positive spirit also beyond work. And finally I would like to thank the EACEA for providing the financial resources for the EuroPLOT project and for being very helpful when needed. This funding made it possible to organise the IWEPLET workshop without charging a fee from the participants.

Developing problem solving experiences in practical action projects

Problem solving doubtless is an essential element of mathematical learning, so that mathematics educators often are satisfied when finding situations that lead their students to such activity. But in many cases, the chosen situations and the ways to guide students\u27 works are not sufficiently analyzed from a didactic point of view. Our goal in the present analysis is to underline the possible ways for managing the situations, and to exhibit the parameters that educators have at their disposition within their role as mediator between students and mathematical knowledge and know-how

Cooperative strategies as reinforcement for significant english learning on second course of bachelor students at "Gorky Elizalde Medranda" High School of Milagro City

"In classrooms where students are not familiar with working together in small groups, we need to start with short, highly-structured activities. It will take time to develop a respectful and safe classroom community. Successful cooperative groups depend on students who respect each other, listen to one another, and feel safe enough to share their thoughts and feelings. We can help students learn the skills needed to work in groups by starting with short, structured lessons aimed at fostering turn-taking, involving all students in the discussion, and clarifying the roles, rights, and responsibilities of group members. One way to introduce cooperative groups is to work with one group to get started, and allow the rest of the students to watch the group as they engage in a discussion — a ""fishbowl"" experience. Intervene when necessary to keep the thoughtful discussion going. With the large group, discuss effective strategies that the small group is using or should be using to continue and expand the discussion. When we begin to use cooperative learning with students, it is also important to establish team norms. Team norms are guidelines or rules governing how group members agree to work together. Norms for working in groups tend to be very different from traditional classroom norms. In cooperative classrooms, students work with others to complete tasks. Have students discuss and develop the norms that they will follow during group work. Team norms, if designed well, can help to create a safe and supportive atmosphere

Adolescents’ Motivational Support in School: A Self-Determination Theory Perspective

Presently, many issues question the capacity of Québec’s educational institutions to wholly fulfill their social mission. Those challenges include a relatively high school dropout rate, a low literacy level among the adult population, and a constant increase in the number of students with disabilities, social maladjustments or learning difficulties. Sustaining adolescents’ academic motivation is a concern relating to each of the mentioned issues affecting Québec’s high schools nowadays. This paper addresses the following question: how can school agents and educational policies best support the adolescents’ motivation in school? To answer this question, I use the theoretical framework of the self-determination theory (SDT), a macrotheory of the human motivation which stipulates that the respect of basic psychological needs (autonomy, competence and relatedness) nourish students’ intrinsic motivation, to analyze a research-based intervention program that aim to enhance students’ academic motivation, and Québec Education Program (QEP) recommendations on this point. The conclusions of this article invites scholars and governments to investigate educational models prioritizing the fulfillment of the youths’ basic psychological needs according to SDT

eLuna : A Co-Design Framework for Mixed Reality Narrative Game- Based Learning

De siste tiårs utvidede fokus på læring utenfor skolen har bidratt til økt anvendelse av vitensentre som læringsarena for barn i grunnskole og videregående utdanning. En læringsløype er en type integrert læringsmiljø der de lærende, fysiske installasjoner, og digitale hjelpemidler bidrar til å fremme læringsinnhold og mål. På vitensentre brukes læringsløyper som pedagogisk støtte innen et bredt spekter av pensumplaner og programmer, gjennom å kombinere forskjellige sett av installasjoner og ved å vektlegge forskjellige aspekter av installasjonenes innhold. Siden de er sammensatt av både fysiske installasjoner og digitale hjelpemidler, er læringsløyper blandet virkelighet systemer, der de lærende interagerer med elementer i både den fysiske og virtuelle virkeligheten. Forskning har vist at både narrativ og spillmekanikker er blant de mest effektive komponentene som kan ligge til grunn for at læringsløyper skal kunne oppnå økt fokus på læringsinnhold, og for å engasjere de lærende ved å sette dem i en tilstand av flyt (av engelsk flow). Forskningen som presenteres i denne avhandlingen har som hovedmål å forbedre læring på vitensentre, gjennom å bidra med et co-design-rammeverk for blandet virkelighet narrative spillbaserte læringsløyper som underbygger positive effekter på engasjement, motivasjon, og læring. Narrativ har vært brukt til læring og instruksjon siden forhistorisk tid, og spill for læring har vært teoretisert og anvendt i mennesker i århundrer, i enda større grad etter oppfinnelsen av datamaskiner, og mulighetene bragt på banen gjennom digitale spill. Selv om bade narrative og spill har vært vist å kunne ha positive effekter når anvendt for læring, har forskning på effekter fra narrative spillbasert læring vist variable og motstridende resultater. Mangelen av en felles modell for kategorisering av narrative spill medfører manglende kunnskap relatert til hvordan og under hvilke forutsetninger narrative spill har effekt på læring. På tross av at de fleste studier av narrativ spillbasert læring unnlater å nevne narratologiske modeller, og de som gjør det primært refererer til modeller lånt fra andre media som mangler de nødvendige egenskapene til å kategorisere hendelsesflyten som benyttes i mange spill, finnes det en ludo narrativ variabel modell (LNVM), som er en narratologisk modell som kategorisere alle spill som narrativ. Denne forskningen videreutvikler LNVM, og presenterer en felles modell for kategorisering av narrativ spillbasert læring; eLNVM (fra engelsk: The extended LNVM). Narrative spillbaserte læringsløyper består av interaktive installasjoner og digitale hjelpemidler som belyser læringsmål innenfor pensumprogrammer. Det er derfor nødvendig med deltakelse både fra pedagoger og utviklere når slike læringsløyper skal designes og presenteres til lærende. Forskning viser at det er mangel av modeller, metoder, og rammeverk som myndiggjør pedagoger og utvikleres felles design av spillbasert læring, noe som enten resulterer i tapt fokus på læringsinnhold til fordel for engasjerende spillmekanikk, eller i at underholdningspotensialet i spill blir underordnet læringsmålene. Slike rammeverk må videre kunne skille mellom fysiske og virtuelle elementer for å være anvendbare i blandet virkelighet omgivelser. Forskningen presentert i denne avhandlingen benytter et rammeverk for informasjonssystemer som vitenskapelig metode til å utvikle eLuna co-design-rammeverket for blandet virkelighet narrative spillbaserte læringsløyper som underbygger positive effekter på engasjement, motivasjon, og læring. En systematisk litteraturstudie identifiserte 15 studier som rapporterte effekter fra digitale spillbaserte læringssystemer på engasjement, motivasjon, og læring. Disse systemene ble kategorisert med bruk av eLNVM og sortert basert på deres rapportering for å identifisere karakteristikker av narrative digital spillbasert læring som har positive effekter på engasjement, motivasjon, og læring. Denne forskningen benytter en iterativ design-basert forskningsprosess der karakteristikkene assosiert med de positive effektene legges til grunn for et co-design-rammeverk bestående av en metode og et visuelt språk. Co-design-rammeverket blir deretter utvidet med kapasitet til å separere mellom fysiske og virtuelle elementer i blandet virkelighet omgivelser. Rammeverket blir gjennom prosessen testet i deltakende co-design workshops og evaluert med bruk av varierte metoder, inkludert fokus grupper, intervjuer, spørreskjemaer, tematisk analyse, og heuristisk evaluering. Forskningen som blir presentert i denne doktoravhandlingen resulterer i eLuna co-design-rammeverket for narrative spillbasert læring, som kan bli brukt av pedagoger og utviklere til å lage både narrative digitale spillbaserte læringssystemer, og blandet virkelighet narrative spillbaserte læringsløyper som optimaliserer potensiale for positive effekter på engasjement, motivasjon, og læring.Increased focus on out of school learning over the last decades has led to extended use of science centres as learning arenas for pupils in primary and secondary education. A learning trail is a form of embedded learning environment in which the learners themselves, physical exhibits, and digital companions are elements that promote learning content and goals. When used in science centres, learning trails can combine different sets of exhibits and emphasize various aspects of their content to support learning goals inside a broad range of curricular plans and programs. Being comprised of physical exhibits and digital companions, science centre learning trails are mixed reality systems in which learner interaction occurs in both the physical and virtual domains. Research has shown that narratives and game mechanics are among the most effective components for science centre learning trails to achieve increased focus on the learning content, and to induce flow and engagement in learners. With an aim to contribute to improving science centre learning, the main objective of this research is to develop a co-design framework for mixed reality narrative game-based learning trails that enforce positive effects on engagement, motivation, and learning. Narratives have been used in learning and instruction since prehistoric times, and games for learning have been theorized and applied in human culture for centuries, increasingly so with the advent of the computer, and opportunities provided by digital games. While both narratives and games are shown to have the ability to positively affect learning, research on the effects from narrative game-based learning has shown mixed and contradictory results. The lack of a common model to categorize narrative games has led to a knowledge gap regarding how and under which conditions narrative games have effects on learning. Whereas most studies of narrative game-based learning neglect mentioning a narratological model at all, the ones that do mainly refer to models adapted from different media that lack the capabilities to properly categorize the event flow of many digital games. An exception is the ludo narrative variable model (LNVM), a narratological model that can properly categorize all games as narratives. Building on the LNVM, this research fills this gap with the development of the extended LNVM (eLNVM), a common model to categorize and isolate narratives in digital game-based learning. Narrative game-based learning trails comprise interactive exhibits and digital companions and promote learning goals inside curricular programs. Therefore, they require participation from educator and developer stakeholders to be properly designed and brought to learners. Research has shown that there is a lack of models, methods, or frameworks that empower educators and developers to co-design game-based learning, something which results in either the learning content being lost in the engaging mechanics of the game, or the fun of the games becoming inferior to the learning goals. Furthermore, to be applicable in science centres, such a co-design framework must also distinguish between physical and digital elements in mixed reality environments. Applying an information system research framework as a design science methodology, the eLuna co-design framework for mixed reality narrative game-based learning trails that enforce positive effects on engagement, motivation, and learning was developed. A systematic literature review identified 15 studies that self-reported effects of digital game-based learning systems on engagement, motivation, and learning. These were categorized on the eLNVM and sorted by their self-reported effects to identify what characterizes narrative digital game-based learning systems that positively affect engagement, motivation, and learning. Using an iterative design-based research process these characteristics associated with positive effects were then applied in a co-design framework comprising a method and a visual language, which was later extended with the capabilities to distinguish between physical and virtual elements in mixed reality learning trails. Throughout the process the framework was tested in co-design workshops with stakeholders and evaluated through mixed methods, including focus groups, semi-structured interviews, questionnaires, thematic analysis, and heuristic usability inspection. The research presented in this PhD dissertation contributes the eLuna co-design framework for narrative game-based learning, which empowers educators and developers in the creation of both narrative digital game-based learning and mixed reality narrative game-based learning trails that optimize the potential to induce positive effects on engagement, motivation, and learning.Doktorgradsavhandlin

Making Good Lawyers

Today, the criticism of law schools has become an industry. Detractors argue that legal education fails to effectively prepare students for the practice of law, that it is too theoretical and detached from the profession, that it dehumanizes and alienates students, too expensive and inapt in helping students develop a sense of professional identity, professional values, and professionalism. In this sea of criticisms it is hard to see the forest from the trees. “There is so much wrong with legal education today,” writes one commentator, “that it is hard to know where to begin.” This article argues that any reform agenda will fall short if it does not start by recognizing the dominant influence of the culture of autonomous self-interest in legal education. Law schools engage in a project of professional formation and instill a very particular brand of professional identity. They educate students to become autonomously self-interested lawyers who see their clients and themselves as pursuing self-interest as atomistic actors. As a result, they understand that their primary role is to serve as neutral partisans who promote the narrow self-interest of clients without regard to the interests of their families, neighbors, colleagues, or communities and to the exclusion of counseling clients on the implications of those interests. They view as marginal their roles as an officer of the legal system and as a public citizen and accordingly place a low priority on traditional professional values, such as the commitment to the public good, that conflict with their primary allegiance to autonomous self-interest. In this work of professional formation, law schools are reflecting the values and commitments of the autonomously self-interested culture that is dominant in the legal profession. Therefore, even if law schools sought to form a professional identity outside of the mold of autonomous self-interest, such a commitment would require much more than curricular reform. It would, at minimum, require the construction of a persuasive alternative understanding of the lawyer’s role. The article seeks to offer such an understanding grounded in a relational perspective on lawyers and clients. Part I offers workable definitions of professionalism and professional identity that enable an informed discussion of the formation of professional identity in and by law schools. Part II explores what and how legal education teaches students showing that both institutionally (at the law school level) and individually (at the law professor level) legal education is proactively engaged in the formation of a professional identity of autonomous self-interest. Part II further explains that its dominance in legal education notwithstanding, autonomous self-interest is but one, often unpersuasive, account of professionalism and professional identity. Part III turns to the competing vision of relationally self-interested professionalism and professional identity and develops an outline for legal education grounded in these conceptions. Because legal education reflects a deep commitment to the dominant culture of autonomous self-interest, it is unlikely that reform proposals that are inconsistent with that culture are likely to succeed in the near future. Yet proposing an alternative account of professional identity that exposes the assumptions of the dominant culture, explains their limitations, and develops a more persuasive understanding is a necessary step toward providing a workable framework for reformers committed to promoting professional values in the long term