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Social interactions of computer games : an activity framework
With the advent of computer games, the Human Computer Interaction (HCI) community has begun studying games, often with the intention of uncovering useful information to inform the design of work-based software. However, most HCI research on computer games focuses on the use of game technologies, often overlooking the fairly large amount of classic game literature. Despite the potential importance of computer game studies in HCI, there is a lack of frameworks that could guide such studies especially with regard to sociability. I believe that sociability is one of the most important criteria game developers may want to apply to game design as computer games are becoming more socialoriented due to the inception of the Internet. Therefore, the main aim of the thesis is to develop a play activity framework with an emphasis on social interactions. To achieve this, first, a comprehensive body of game literature was reviewed as a step to provide a solid foundation for the construction of the framework. Through the extensive review of literature, I chose Activity Theory as the foundation for the framework development. In order to demonstrate the applicability of Activity Theory in analysing computer-mediated social interactions, an exploratory study of online activities in a game community was conducted. Then, two studies were undertaken to formulate the framework by modelling play activities in the social game context. The first study was centred on the individual and collective play activities that take place within the game virtual world. The second study focused on games as a whole participatory culture, in which playing games is not just confined to within the game space but also includes other playful activities governed by norms and specific identities around the game. Through these studies, a play activity framework consisting of three play mode/s was developed: intrinsic, reflective and expansive play models, which are inter-related. The framework provides a vocabulary to describe the component, the motivation and the process of game play. The framework was then operationalised into methodological guidelines with a set of heuristic questions grouped into different categories. The guidelines were applied to analyse two issues, namely community building and social learning, in a Massively Multi-player Online Game (MMOG). As a conclusion, the framework has expanded conventional game studies by emphasising the socio-cultural context. It provides a different perspective on analysing computer games particularly the social aspects of gaming. Game researchers could use the framework to investigate play activities within and beyond the game and how they are related. The framework offers a theoretical explanation of various social activities observed in computer games. Finally, the methodological guidelines derived from the framework are useful as they give directions to analyse play activities particularly social interactions and game communities
Collective knowledge advancement as a pedagogical practice in teacher education. An explorative case study of student group work with wiki assignments in the interplay between an offline and a global online setting
ENGELSK:
The aim of this dissertation was to describe and analyze collective knowledge advancement (CKA) as a pedagogical practice in teacher education. The background is that Internet permits new types of authentic knowledge production that make it possible for anyone to make contributions (e.g., Wikipedia). In the future, it is expected that schools and teacher education institutions will let students make contributions in these online settings to a greater degree.
The present study explored how student groups worked with different wiki assignments in one specific teacher education course. A range of different types of data (group interviews, video data, screen capture data, and wiki log data) were collected. By utilizing two theoretical concepts (germ cell and contradictions) from cultural-historical activity theory, help was identified as the singular entity that exhibited the simplest possible characteristics of CKA as a pedagogical practice. On the basis of these findings, it was concluded that three different types of help are particularly important. These include help as informal peer feedback, which relies on spontaneous verbalization of ongoing thoughts, and help that is provided through the open publication of student work in the online setting. The third type of help requires that all students be assigned as helpers for each other so they can share the workload more equally.
This dissertation contributes to educational research in five ways. First, the findings indicate that different types of informal teaching are important components of CKA as a pedagogical practice. Second, the results also describe new types of authentic learning that build on interactions between students and outsiders in the online setting. Third, the findings suggest that it is possible to turn campus-based teaching into a âpracticum periodâ by letting students experiment with new types of collaboration. Fourth, the findings show that a polycontextual pedagogical practice emerges in the interplay between an offline setting and several different online settings. Finally, the analysis demonstrated that the notion of a germ cell provides a powerful means of studying different types of pedagogical practice.
NORSK:
Denne avhandlingen har som formÄl Ä beskrive og analysere kollektiv kunnskapsutvikling som en pedagogisk praksis i lÊrerutdanningen. Bakgrunnen er at internett nÄ muliggjÞr mange nye typer autentisk kunnskapsproduksjon der hvem som helst kan vÊre med Ä bidra (for eksempel Wikipedia). Man vil kunne forvente at bÄde lÊrerutdanning og skoler i stÞrre grad vil la elever vÊre aktive bidragsytere i slike online-miljÞ.
Denne forskningsstudien utforsker hvordan studenter samarbeider nÄr de lÞser ulike wikioppgaver pÄ et studium i lÊrerutdanningen. Flere ulike typer data har blitt samlet inn (gruppeintervju, videoopptak av studentsamarbeid, skjermaktivitet pÄ datamaskin og wikilogg). Ved Ä ta i bruk to teoretiske begreper (kimcelle og kontradiksjoner) fra kulturhistorisk aktivitetsteori, sÄ blir hjelp identifisert som den minste meningsfulle enheten som beskriver hva som karakteriserer kollektiv kunnskapsutvikling som en pedagogisk praksis. Studien viser at sÊrlig tre spesifikke typer hjelp er viktig. Den fÞrste typen er hjelp som skjer i form av uformelle tilbakemeldinger mellom medstudenter. Her oppstÄr den spontant i verbale samtaler. Den andre typen er hjelp som blir gitt ved Äpen publisering av studentarbeid i ulike online-miljÞ. Det tredje typen hjelp bestÄr i at alle studenter bÞr ha en rolle som hjelpere for hverandre i undervisningen slik at arbeidsbyrden blir fordelt mer rettferdig.
Denne avhandlingen bidrar til utdanningsforskningen pĂ„ fem ulike mĂ„ter. For det fĂžrste viser den at ulike typer uformell undervisning er sentrale i en pedagogisk praksis som bygger pĂ„ kollektiv kunnskapsutvikling. For det andre beskriver funnene en ny type autentisk lĂŠring som bygger pĂ„ kommunikasjon mellom studenter og utenforstĂ„ende i et online-miljĂž. For det tredje viser funnene at lĂŠrerstudentene kan fĂ„ en form for âpraksistreningâ pĂ„ campus ved Ă„ eksperimentere med nye samarbeidsformer. For det fjerde viser funnene at den pedagogiske praksis kan analyseres som polykontekstuell fordi studentene deltar i bĂ„de et lokalt offline-miljĂž og flere online-miljĂž. For det femte viser analysen at begrepet kimcelle kan brukes for Ă„ prĂžve Ă„ fĂ„ en dypere forstĂ„else for hva som kjennetegner ulike pedagogiske praksiser.publishedVersio
Vielfalt und Integration - diversitĂĄ ed integrazione - diversitĂ© et intĂ©gration: Sprache(n) in sozialen und digitalen RĂ€umen: Eine Festschrift fĂŒr Elisabeth Burr
Diese Festschrift fĂŒr Elisabeth Burr stellt Vielfalt und Integration in der Sprachwissenschaft und in den Digital Humanities in den Mittelpunkt. Die BeitrĂ€ge berĂŒhren zentrale Fragen im Schaffen Burrs: Wie kann Sprache und ihre Variation in AbhĂ€ngigkeit von sozialen und geographischen Faktoren adĂ€quat beschrieben werden? Wie lassen sich informatische und digitale ZugĂ€nge dafĂŒr nutzen? VerknĂŒpft werden sie mit ihr wichtigen und aktuellen Themen aus Sozio-, Gender- und Korpuslinguistik, Dialektologie und Sprachgeographie sowie den digitalen Geisteswissenschaften.
Die Beitragenden sind u. a. Stefania Spina, Thomas Krefeld, Annette Gerstenberg, Lazslo Hinyadi, Carol Chiodo und Lauren Tilton, Manuel Burghardt, Ăyvind Eide, JĂŒrgen Hermes, Andreas Witt. Ray Siemens, Arianna Ciula, Alejandro BĂa sowie Rob Evans
Digitale Edition in Ăsterreich
Between 2016 and 2020 the federally funded project "KONDE - Kompetenznetzwerk Digitale Edition" created a network of collaboration between Austrian institutions and researchers working on digital scholarly editions. With the present volume the editors provide a space where researchers and editors from Austrian institutions could theorize on their work and present their editing projects. The collection creates a snapshot of the interests and main research areas regarding digital scholarly editing in Austria at the time of the project
Communities in New Media: Virtual Enterprises, Research Communities & Social Media Networks: 15. Workshop GeNeMe â12 Gemeinschaften in Neuen Medien: TU Dresden, 04./05. 10. 2012
Internet-basierte Technologien wie z. B. Social Media Werkzeuge, aber auch ERP-Systeme und Wissensplattformen verĂ€ndern weiterhin Form und IntensitĂ€t der Zusammenarbeit in Wirtschaft, Wissenschaft und Bildung bis hin zum privaten (Zusammen-)Leben. Dabei fĂŒhrt die zunehmende MobilitĂ€t zu neuen Nutzungsoptionen auch fĂŒr multimediale Systeme, sei es im Bereich des Gaming oder beim gemeinsamen Gestalten digitaler Produkte.
Gerade fĂŒr die Web 2.0 Technologien gilt: Ziel der Nutzung sind Kommunikation, Kooperation und Kollaboration. Die Nutzer suchen UnterstĂŒtzung bei tĂ€glichen Routineprozessen ebenso wie in nicht alltĂ€glichen Situationen - etwa bei der Erstellung von Inhalten - und schlieĂen sich in Online-Fachgemeinschaften, sogenannten Communities, unterschiedlichster Ausrichtung zusammen.
Im Jahr 2012 feiert die GeNeMe das 15. JubilĂ€um! Der Sammelband zur Tagung âGemeinschaften in Neuen Medienâ widmet sich 2012 dem Rahmenthema âCommunities in New Media: Virtual Enterprises, Research Communities & Social Media Networksâ und enthĂ€lt BeitrĂ€ge zu folgenden Themenfeldern:
âą Konzepte, Technologien und Methoden fĂŒr Virtuelle Gemeinschaften (VG) & Virtuelle
Organisationen (VO),
âą Mobile and Augmented Life,
âą Soziale Gemeinschaften (SG) in Neuen Medien,
âą Wirtschaftliche Aspekte von Gemeinschaften in Neuen Medien,
âą Lernen, Lehren und Forschen mit dem Web2.0.
Alle in den Proceedings publizierten BeitrĂ€ge wurden mit Hilfe eines anonymisierten Begutachtungsverfahrens auf Basis von mindestens 2 Gutachten aus einem breiten Angebot interessanter und qualitativ hochwertiger BeitrĂ€ge zu dieser Tagung ausgewĂ€hlt. Die GeNeMeâ12 richtet sich in gleichem MaĂe an Wissenschaftler wie auch Praktiker, die sich ĂŒber den aktuellen Stand der Arbeiten auf dem Gebiet der GeNeMe informieren möchten.
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In der Online-Version ist das Adressverzeichnis (S. 337-355) nicht enthalten, vgl. Sie hierzu die Printausgabe.:Vorwort der Herausgeber S. III
A Eingeladene VortrÀge
A.1 The Role of Creativity in Cooperative Foresight Activities in Living Labs S. 1
B KONZEPTE, TECHNOLOGIEN UND METHODEN FĂR VIRTUELLE GEMEINSCHAFTEN (VG) & VIRTUELLE ORGANISATIONEN (VO)
B.1 Anonyme Kommunikation in verteilt organisierten Gitterstrukturen S. 11
B.2 Von kompetenzzellenbasierten Produktionsnetzen lernen - Eine Untersuchung am Beispiel von âAnbietergemeinschaften aus Stromerzeugern und -verbrauchernâ S. 23
B.3 Open Innovation by Opening Embedded Systems S. 33
B.4 Erarbeitung eines Workshopdesigns zur weiteren Ausarbeitung der Ergebnisse einer virtuellen Ideencommunity S. 47
B.5 BerĂŒhrungssensitive Schnittstellen fĂŒr Social Software in Entwicklungsprozessen S. 63
B.6 Mobile Reisebegleitung mit NFC-UnterstĂŒtzung S. 67
B.7 Optimierung des IT-Managements mittels Social Media S. 79
B.8 Ausgestaltung eines Social Media Monitorings S. 91
C SOZIALE GEMEINSCHAFTEN (SG) IN NEUEN MEDIEN
C.1 Formen der Kollaboration in Wissensnetzwerken S. 105
C.2 Informations- und Wissensmanagement im Nachhaltigen Landmanagement (IWM im NLM) S. 121
C.3 Barrierefreiheit durch Personalisierung und Kollaboration S. 135
C.4 Als Chef hat man nichts zu lachen â Eine Studie zur Wirkung von durch FĂŒhrungspersonen genutzten Emoticons in berufsbezogenen Emails S. 145
D WIRTSCHAFTLICHE ASPEKTE
D.1 The Knowledge- Based Opole Tourism Cluster (OKTW) as a Network Tool for Organizing the Space and Flow in the Opole Region S. 155
D.2 Das Projekt Q2P - Zentrale UnterstĂŒtzungsangebote fĂŒr den Medieneinsatz in der akademischen Weiterbildung S. 169
D.3 Erfolg im Enterprise 2.0: Selbstorganisation und Freiheit gegen vorstrukturierte Planung und Steuerung S. 173
D.4 Fluch oder Segen? â Zum Umgang mit Konflikten in Software-Implementierungsprozessen S. 181
D.5 Warum Facebook SpaĂ macht: Freudvolles Erleben in sozialen Netzwerkdiensten S. 193
D.6 Nutzung interaktiver Elemente in deutschen Online-Shops S. 207
E LERNEN, LEHREN UND FORSCHEN MIT DEM WEB 2.0
E.1 DialogueMaps: Ein interaktives Dialogwerkzeug fĂŒr softwaregestĂŒtzte Wissenslandkarten s. 217
E.2 Untersuchung der Wirksamkeit einer Lernhandlung in einem Blended-Learning-Arrangement in der universitÀren Ausbildung S. 229
E.3 GestaltungsmaĂnahmen zur Förderung kollaborativer Wiki-Arbeit in der Hochschullehre S. 241
E.4 Digitale Kompetenzen fĂŒr Wissenschaftler: Anforderungen aus der Perspektive von ELearning und E-Science S. 253
E.5 Identifiers in e-Science platforms for the ecological sciences S. 259
E.6 The Impact of Learning Management System Usage on Cognitive and Affective Performance S. 273
E.7 Adoption, Anpassung oder Abkehr? - Eine Studie zur Nutzung von kollaborativen Web 2.0-Anwendungen durch Studierende S. 285
E.8 Die Etablierung von E-Learning-Szenarien an Gymnasien â ein Pilotprojekt in Sachsen und seine Erkenntnisse S. 299
E.9 Online-Gemeinschaften zur Studienvorbereitung: Eine empirische Studie zu computerbezogenen Einstellungen sĂ€chsischer GymnasialschĂŒler S. 313
E.10 Lernwegsteuerung im E-Learning - ein alter Hut? S. 32