A Pedagogy for Original Synners

Part of the Volume on Digital Young, Innovation, and the UnexpectedThis essay begins by speculating about the learning environment of the class of 2020. It takes place entirely in a virtual world, populated by simulated avatars, managed through the pedagogy of gaming. Based on this projected version of a future-now-in-formation, the authors consider the implications of the current paradigm shift that is happening at the edges of institutions of higher education. From the development of programs in multimedia literacy to the focus on the creation of hybrid learning spaces (that combine the use of virtual worlds, social networking applications, and classroom activities), the scene of learning as well as the subjects of education are changing. The figure of the Original Synner is a projection of the student-of-the-future whose foundational literacy is grounded in their ability to synthesize information from multiple information streams

Using massively multiplayer online role playing games (MMORPGs) to support second language learning: Action research in the real and virtual world

Massively Multiplayer Online Role Playing Games (MMORPGs) create large virtual communities. Online gaming shows potential not just for entertaining, but also for education. The aim of this research project is to investigate the use of commercial MMORPGs to support second language teaching. MMORPGs offer a digital safe space in which students can communicate by using their target language with global players. This qualitative research based on ethnography and action research investigates the students’ experiences of language learning and performing while they play in the MMORPGs. Research was conducted in both the real and virtual worlds. In the real world the researcher observes the interaction with the MMORPGs by the students through actual discussion, and screen video captures while they are playing. In the virtual world, the researcher takes on the role of a character in the MMORPG enabling the researcher to get an inside point of view of the students and their own MMORPG characters. This latter approach also uses action research to allow the researcher to provide anonymous/private support to the students including in-game instruction, confidence building, and some support of language issues in a safe and friendly way. Using action research with MMORPGs in the real world facilitates a number of opportunities for learning and teaching including opportunities to practice language and individual and group experiences of communicating with other native/ second language speakers for the students. The researcher can also develop tutorial exercises and discussion for teaching plans based on the students’ experiences with the MMORPGs. The results from this research study demonstrate that MMORPGs offer a safe, fun, informal and effective learning space for supporting language teaching. Furthermore the use of MMORPGs help the students’ confidence in using their second language and provide additional benefits such as a better understanding of the culture and use of language in different contexts

'I play, therefore I learn?' Measuring the Evolution of Perceived Learning and Game Experience in the Design Flow of a Serious Game

This article explores how the serious game Poverty Is Not a Game (PING) is experienced by high school students in its subsequent design stages. We first focus on the multifaceted construct of game experience and how it is related to serious games. To measure game experience we use the Game Experience Questionnaire and add a perceived learning scale to account for the specificity of serious games in a classroom. Next, the data obtained from testing PING in 22 classrooms are analyzed. Results suggest that the evolution in the different design stages of the game is not just an issue of game experience, but also of usability. Furthermore, little evidence is found indicating that the learning experience changed positively during the different test phases. However, findings show a strong effect of the game experience on perceived learning while the game experience also varies significantly between different classrooms

Performance of grassed swale as stormwater quantity control in lowland area

Grassed swale is a vegetated open channel designed to attenuate stormwater through infiltration and conveying runoff into nearby water bodies, thus reduces peak flows and minimizes the causes of flood. UTHM is a flood-prone area due to located in lowland area, has high groundwater level and low infiltration rates. The aim of this study is to assess the performance of grassed swale as a stormwater quantity control in UTHM. Flow depths and velocities of swales were measured according to Six-Tenths Depth Method shortly after a rainfall event. Flow discharges of swales (Qswale) were evaluated by Mean- Section Method to determine the variations of Manning’s roughness coefficients (ncalculate) that results between 0.075 – 0.122 due to tall grass and irregularity of channels. Based on the values of Qswale between sections of swales, the percentages of flow attenuation are up to 54%. As for the flow conveyance of swales, Qswale were determined by Manning’s equation that divided into Qcalculate, evaluated using ncalculate, and Qdesign, evaluated using roughness coefficient recommended by MSMA (ndesign), to compare with flow discharges of drainage areas (Qpeak), evaluated by Rational Method with 10-year ARI. Each site of study has shown Qdesign is greater than Qpeak up to 59%. However, Qcalculate is greater than Qpeak only at a certain site of study up to 14%. The values of Qdesign also greater than Qcalculate up to 52% where it shows that the roughness coefficients as considered in MSMA are providing a better performance of swale. This study also found that the characteristics of the studied swales are comparable to the design consideration by MSMA. Based on these findings, grassed swale has the potential in collecting, attenuating, and conveying stormwater, which suitable to be applied as one of the best management practices in preventing flash flood at UTHM campus

London Creative and Digital Fusion

date-added: 2015-03-24 04:16:59 +0000 date-modified: 2015-03-24 04:16:59 +0000date-added: 2015-03-24 04:16:59 +0000 date-modified: 2015-03-24 04:16:59 +0000The London Creative and Digital Fusion programme of interactive, tailored and in-depth support was designed to support the UK capital’s creative and digital companies to collaborate, innovate and grow. London is a globally recognised hub for technology, design and creative genius. While many cities around the world can claim to be hubs for technology entrepreneurship, London’s distinctive potential lies in the successful fusion of world-leading technology with world-leading design and creativity. As innovation thrives at the edge, where better to innovate than across the boundaries of these two clusters and cultures? This booklet tells the story of Fusion’s innovation journey, its partners and its unique business support. Most importantly of all it tells stories of companies that, having worked with London Fusion, have innovated and grown. We hope that it will inspire others to follow and build on our beginnings.European Regional Development Fund 2007-13

Emerging technologies for learning (volume 1)

Collection of 5 articles on emerging technologies and trend

Learning through playing for or against each other? Promoting collaborative learning in digital game based learning

The process of learning through Game Based Learning (GBL) presents both positive aspects and challenges to be faced in order to support the achievement of learning goals and knowledge creation. This study aims to characterise game dynamics in the adoption of multi-player GBL. In particular, we examine the multi-player GBL dynamics may enhance collaborative learning through a relation of positive interdependence while at the same time maintaining a certain level of competition for ensuring multi-player GBL gameplay. The first section of the paper introduces collaborative GBL and describes the combination of intragroup dynamics of cooperation and positive interdependence and an intergroup dynamic of competition to maintain gameplay. The second part of the paper describes two multi-player GBL scenarios: the multi-player game with interpersonal competition and the multiplayer game with intergroup competition. For each scenario a case analysis of existing collaborative games is provided, which may help instructional and game designers when defining the collaborative GBL dynamics. Technological requirements and best practices in the use of collaborative GBL are described in the last sections

Living and Learning With New Media: Summary of Findings From the Digital Youth Project

Summarizes findings from a three-year study of how new media have been integrated into youth behaviors and have changed the dynamics of media literacy, learning, and authoritative knowledge. Outlines implications for educators, parents, and policy makers