Scenario-based serious games repurposing

Serious games are very content-rich forms of educational media, often combining high fidelity visual and audio content with diverse pedagogic approaches. This paper introduces scenario-based serious games repurposing and demonstrates repurposing a serious game into new learning objects. The process uses the scenario editor called "mEditor". Two case studies based on the Happy Night Club serious game are presented. The article describes exploratory work which continues the work that started within the mEducator project regarding repurposing serious games in order to enable their use and reuse in the same or different educational contexts

Deep Learning through Reusable Learning Objects

Being able to leverage an organization’s processes and core competencies to sustain its competitive advantage is important (Ray, Barney, & Muhanna, 2004). One learning objective of an on-line MBA is to teach students how to apply the VRIO (value, rarity, imitate, and operationalize) model, developed by Barney and Hesterly (2006), in order to identify an optimum strategy. However students in the program have had difficulty in understanding this model, partially because of the traditional pedagogy used in online teaching. This case study demonstrates how reusable learning objects (RLO) can facilitate knowledge in an online learningenvironment. The RLO developed and applied in this study was able to enhance student learning through interaction and subsequent deep learning

The Use of Online Social Networking for Higher Education from An Activity Theory Perspective

Social technologies including blogs, wikis, social bookmarking sites, photo sharing, video sharing and social networking sites (SNS) have been widely used to facilitate online social networking (OSN). We define OSN as a range of activities enabled by online social technologies and operationalised by a group of people. OSN is widely popular for non-educational purposes among students. However, OSN also has the potential to be appropriated and repurposed to support teaching and learning delivery in a formal learning environment. Despite the availability of implementation cases and trials, detailed studies on why and how lecturers and students appropriate and repurpose social technologies for OSN in education are still lacking. In addition, these understandings are seldom guided by any theoretical frameworks. This paper suggests the use of Activity Theory as the theoretical lens in investigating the use of OSN in higher education. A conceptual model of how social technologies can be appropriated and repurposed guided by the theoretical understandings is proposed and discussed

ABORDAGEM DE REAPROPRIAÇÃO DE RECURSOS: MELHORANDO O ENVOLVIMENTO DOS ESTUDANTES E RESULTADOS DE APRENDIZAGEM POR MEIO DE CONTEÚDO PERSONALIZADO

The resource reappropriation approach, as examined in this study, has shown positive effects on student engagement and learning outcomes. By reusing existing resources and tailoring them to meet individual student preferences and interests, educators can create more engaging and relevant learning experiences. The traditional "one size fits all" approach often struggles to adapt to the diverse needs and interests of students, resulting in limited achievement and a lack of engagement. The resource reappropriation approach addresses this issue by providing a personalized learning experience for each student. The study employed a mixed-methods research design, combining a literature review with surveys and questionnaires administered to both educators and students. The literature review helped gather existing knowledge and theoretical frameworks related to personalized learning and content reappropriation, providing a foundation for the study. Surveys and questionnaires were then used to collect educators and students’ perspectives and experiences with the resource reappropriation approach. The findings of the study indicated that the resource reappropriation approach had a positive impact on student engagement and learning outcomes. By tailoring learning materials to students’ preferences and interests, educators were able to create more meaningful and relevant content, resulting in increased student engagement. Additionally, the personalized nature of the approach contributed to improved learning outcomes, as students were more motivated to actively participate in their education. The resource reappropriation approach offers a promising method for improving student engagement and learning outcomes. By acknowledging and catering to students' individual needs and interests, educators can create a more personalized and effective learning environment.A abordagem de reapropriação de recursos, como examinada neste estudo, demonstrou efeitos positivos no envolvimento dos estudantes e nos resultados de aprendizagem. Ao reutilizar recursos existentes e adaptá-los para atender às preferências e interesses individuais dos estudantes, os educadores podem criar experiências de aprendizagem mais envolventes e relevantes. A abordagem tradicional de "tamanho único para todos" muitas vezes luta para se adaptar às diversas necessidades e interesses dos estudantes, resultando em realizações limitadas e falta de envolvimento. A abordagem de reapropriação de recursos aborda esse problema, fornecendo uma experiência de aprendizagem personalizada para cada estudante. O estudo empregou um design de pesquisa de métodos mistos, combinando uma revisão de literatura com pesquisas e questionários administrados tanto a educadores quanto a estudantes. A revisão de literatura ajudou a reunir conhecimentos e estruturas teóricas existentes relacionadas à aprendizagem personalizada e reapropriação de conteúdo, fornecendo uma base para o estudo. As pesquisas e questionários foram então usados para coletar perspectivas e experiências de educadores e estudantes com a abordagem de reapropriação de recursos. Os resultados do estudo indicaram que a abordagem de reapropriação de recursos teve um impacto positivo no envolvimento dos estudantes e nos resultados de aprendizagem. Ao adaptar materiais de aprendizagem às preferências e interesses dos estudantes, os educadores foram capazes de criar conteúdo mais significativo e relevante, resultando em maior envolvimento dos estudantes. Além disso, a natureza personalizada da abordagem contribuiu para a melhoria dos resultados de aprendizagem, uma vez que os estudantes estavam mais motivados a participar ativamente de sua educação. A abordagem de reapropriação de recursos oferece um método promissor para melhorar o envolvimento dos estudantes e os resultados de aprendizagem. Ao reconhecer e atender às necessidades e interesses individuais dos estudantes, os educadores podem criar um ambiente de aprendizagem mais personalizado e eficaz

WHAT DOES THE MINE HAVE TO TELL US? ART AS A RECLAMATION STREATEGY IN THE POST-MINED LANDSCAPE OF THE OLDEST KNOWN MINE IN THE WORLD, NGWENYA MINE SWAZILAND

Swaziland's Ngwenya Mines, the oldest known mine in the world, has been a source of ochre for cultural use for over 43,000 years. Until the 20th Century, extraction at Ngwenya Mine left an imperceptible mark on the landscape until industrial technology enabled new mining practices that have dramatically and irrevocably altered this landscape. The intent of this thesis is to further the development of mine reclamation models and ultimately benefit similar sites around the world. By building on current mine reclamation strategies where Land Art is a mediator between ecology and industry, this thesis focuses on the important story Ngwenya Mine can tell. With no intervention, the conclusion will be an untreated landscape with limited potential. With creative design responses, a story of cultural and ecological integrity can persist into the future

Teaching tools in Evidence Based Practice: evaluation of reusable learning objects (RLOs) for learning about Meta-analysis

<p>Abstract</p> <p>Background</p> <p>All healthcare students are taught the principles of evidence based practice on their courses. The ability to understand the procedures used in systematically reviewing evidence reported in studies, such as meta-analysis, are an important element of evidence based practice. Meta-analysis is a difficult statistical concept for healthcare students to understand yet it is an important technique used in systematic reviews to pool data from studies to look at combined effectiveness of treatments. In other areas of the healthcare curricula, by supplementing lectures, workbooks and workshops with pedagogically designed, multimedia learning objects (known as reusable learning objects or RLOs) we have shown an improvement in students' perceived understanding in subjects they found difficult. In this study we describe the development and evaluation of two RLOs on meta-analysis. The RLOs supplement associated lectures and aim to improve students' understanding of meta-analysis in healthcare students.</p> <p>Methods</p> <p>Following a quality controlled design process two RLOs were developed and delivered to two cohorts of students, a Master in Public Health course and Postgraduate diploma in nursing course. Students' understanding of five key concepts of Meta-analysis were measured before and after a lecture and again after RLO use. RLOs were also evaluated for their educational value, learning support, media attributes and usability using closed and open questions.</p> <p>Results</p> <p>Students rated their understanding of meta-analysis as improved after a lecture and further improved after completing the RLOs (Wilcoxon paired test, p < 0.01 in all cases) Whilst the media components of the RLOs such as animations helped most students (86%) understand concepts including for example Forest plots, 93% of students rated usability and control as important to their learning. A small number of students stated they needed the support of a lecturer alongside the RLOs (7% 'Agreed' and 21% 'Neutral').</p> <p>Conclusions</p> <p>Meta-analysis RLOs that are openly accessible and unrestricted by usernames and passwords provide flexible support for students who find the process of meta-analysis difficult.</p

ORIOLE, en la Búsqueda de Evidencias de Recursos Educativos Abiertos en la Enseñanza. Experiencias en la Utilización, re-utilización, Compartición e Influencia de Repositorios de Recursos Educativos

The study presented here aims to gather useful information on the use, re-reuse and sharing of resources in Education and also the influence of repositories, to better understand the perspective of individual practitioners and suggest future areas of debate for researchers.Open Resources: Influence on Learners and Educators (ORIOLE) project, was based within the Institute of Educational Technology, The Open University (OU) from 2009-2013 and focused on investigating, understanding and disseminating about use and reuse of open resources in learning and teaching. This paper focuses on the second survey activity of this project. During 2011 (Pegler, 2012), an extensive online survey about reuse of educational resources was conducted through (mainly UK-based) practitioner communities. In 2013, a more international version was created (available in English and Spanish) and circulated during that year (http://bit.ly/OERsurvey_2013).The ORIOLE Survey 2013 collected information about the contexts in which open resource use may occur, looking particularly at attitudes about reuse of educational resources (OER) in teaching. What influences open resources in education is a topic of relevance to anyone taking on forward engagement with open education and the answers lie with those who are working directly in the delivery of learning and teaching, and those who support this work.It is hoped that this qualitative analysis will provide a deeper understanding of the differences in the motivation to engage with OER and the shifts in experience and expectations across diverse contexts. El presente estudio tiene como objetivo recopilar información útil sobre el uso, reutilización y compartición de recursos educativos y la influencia de los repositorios, para comprender mejor la perspectiva de los académicos y sugerir futuros ámbitos de debate a los investigadores. Open Resources: Influence on Learners and Educators (ORIOLE) se basa en el Instituto de Tecnología de la Educación, The Open University (OU), el periodo 2009-2013 y trata de la investigación, comprensión y difusión del uso y la reutilización de los recursos abiertos en el aprendizaje y enseñanza. Este artículo se centra en la segunda encuesta llevada a cabo dentro del proyecto ORIOLE. Durante el año 2011 (Pegler, 2012) se realizó una amplia encuesta en línea acerca de la reutilización de los recursos educativos, a través de las comunidades académicas (principalmente en el Reino Unido). En 2013, se creó una versión más internacional de la encuesta anterior (disponible en Inglés y Español) que estuvo en circulación durante ese año (http://bit.ly/OERsurvey_2013). La Encuesta ORIOLE 2013 recopiló información acerca de los contextos en los cuales se puede producir el uso de recursos abiertos, prestando especial atención a las actitudes acerca de la reutilización de los recursos educativos en la enseñanza. Qué influencia tienen los recursos abiertos en la educación es un tema de interés para cualquier persona involucrada en la educación abierta y las respuestas se encuentran entre los que están trabajando directamente en la impartición de enseñanza, y también entre los que dan soporte a este trabajo. Se espera que este análisis qualitativo proporcione una comprensión más profunda de las diferentes motivaciones que juegan un papel en la adopción de los recursos educativos abiertos, las experiencias y expectativas que se presentan en diversos contextos

Sustainability in design: now! Challenges and opportunities for design research, education and practice in the XXI century

Copyright @ 2010 Greenleaf PublicationsLeNS project funded by the Asia Link Programme, EuropeAid, European Commission

Leadership in Implementing Technology-Enhanced Learning in Educational Institutions

Conventional designs of educational programs are usually based on implicit instructional design approaches that look equally at all learners. However, research indicates that learning is a complex activity involving a number of different aspects. Using technology to deliver and support learning adds another layer of complexity. In a rapidly changing environment a template to map the implementation of blended learning is proposed to contribute to the ongoing debate in higher education in implementing blended learning approaches. In a challenging economic environment, some of the key strategic leadership challenges that institutions must address are articulated. Much of the research into deploying e-learning initiatives suggests that it is a complex undertaking and that educational institutions are at various stages in the development and deployment of technology-facilitated initiatives. A number of key leadership challenges are outlined that academic leaders must address in delivering the curriculum using technology. A proposed framework for deploying blended learning coupled with a template for educational managers to embrace in their strategic deployment of technology in delivering the curriculum is presented

Factors Affecting Faculty Use Of Learning Object Repositories: An Exploratory Study Of Orange Grove And Wisc-online

The purpose of this study was to identify factors that motivate or impede faculty use of learning object repositories (LORs). The unified theory of acceptance and use of technology (UTAUT) served as the theoretical framework for this study. Both quantitative and qualitative approaches were used in the study to explore two research questions relating to factors affecting faculty use of LORs. Research subjects were faculty and instructional staff users from two LORs: Orange Grove and Wisc-Online. This study was a two-phase design study. In Phase I, I conducted 13 interviews and analyzed data by a content analysis method. Phase II of the study was designed based on the results of Phase I. I collected data by a survey instrument from 38 respondents and analyzed the data by descriptive statistics and analysis of variance in Phase II. The results of the study indicated 22 factors as motivators for faculty use of LORs and 13 factors as barriers for faculty use of LORs. The study is the first to identify factors affecting faculty use of LORs from actual faculty users’ perspectives based on UTAUT. The study’s findings contribute to understanding the reasons that faculty use or do not use LORs and provide foundations for designing strategies to increase faculty use of LORs