Development Communication: 1. History and Theories

This entry includes three articles, each dealing with a different aspect of the subject: History and Theories Alternative Systems Projects The first and third cover predominantly the Western (especially the U.S.) approach; the second raises some criticisms directed at both the theoretical and the practical limitations of the Western perspective and presents alternative views

Computers, the internet, and cheating among secondary school students: Some implications for educators

This article investigates in greater depth one particular aspect of cheating within secondary education and some implications for measuring academic achievement. More specifically, it examines how secondary students exploit the Internet for plagiarizing schoolwork, and looks at how a traditional method of educational assessment, namely paper-based report and essay writing, has been impacted by the growth of Internet usage and the proliferation of computer skills among secondary school students. One of the conclusions is that students’ technology fluency is forcing educators to revisit conventional assessment methods. Different options for combating Internet plagiarism are presented, and some software tools as well as non-technology solutions are evaluated in light of the problems brought about by “cyberplagiarism.

Web logs and online discussions as tools to promote reflective practice

This article reports on the use of Web logs (“blogs”) and online discussion forums in an instructional technology course in a teacher preparation program. Key goals behind the use of these tools included exposure for students to computer-supported communication and collaboration, encouragement of reflective practice, and a better understanding of the pedagogical and learning benefits derived from integration of these technologies. Management and assessment challenges for instructors derived from the volume of writing, as well as pedagogical considerations, are noted. Some of the issues raised led to a call for improvements in the tools and for additional research in a wider variety of context

Situating teacher education: From the university classroom to the real classroom

This article presents a descriptive case study on the first experience moving a required teacher preparation instructional technology course from the university classroom into an elementary school setting. The key motivation was to help future teachers become more adept at integrating technology into their practice by learning about commonly used applications and best practices in an authentic setting, framed within a constructivist approach. In addition to lab time focused on the acquisition of computer skills, the course design included classrooms visits and observations, conversations with teachers and the principal, and development of a lesson or unit plan. The format was an intense one-week workshop, meeting for six hours each day and cotaught by two university faculty and a school-based coordinator, instead of a quarter-long course meeting once or twice a week for two hours or less with a single instructor. Students reacted very favorably to the course format and location. Detailed analysis of the curriculum and future plans are described

Simulating REAL LIVES: Promoting global empathy and interest in learning through simulation games

In response to an increasingly interdependent world, educators are demonstrating a growing interest in educating for global citizenship. Many definitions of the “good global citizen” value empathy as an especially important disposition for understanding others across national borders and cultural divides. Yet it may be difficult for people to achieve empathy with others who are perceived as psychologically and geographically distant. Can computerized simulation games help foster global empathy and interest in global civic learning? This quasiexperimental classroom study of 301 Northern California high school students in three schools examined the effects of playing REAL LIVES, a simulation game that allows players to inhabit the lives of individuals around the world. Compared with a control group, students who played the simulation game as part of their curriculum expressed more global empathy and greater interest in learning about other countries. Identification with REAL LIVES characters was also positively related to global empathy. These findings support claims that computerized simulations can cultivate important dispositions for global learning and citizenship

Flow and cooperative learning in civic game play

Flow theory offers an individualistic explanation of media enjoyment, while cooperative learning theory posits a social explanation for enhanced learning in groups. This classroom-based experimental study examines whether game players can experience both conditions and the influence of each on several types of civic knowledge, skills, and dispositions. We find that high quality cooperative learning contributed to acquiring civic knowledge and skills. In contrast, flow was more influential for developing dispositions to empathy and interest in learning more about the game topics. Thus, we conclude that players can experience flow while engaged in cooperative learning, but that these two conditions may support different kinds of civic learning

How do presence, flow, and character identification affect players’ empathy and interest in learning from a serious computer game?

This study develops and tests an integrated model of how three psychological variables—presence, flow, and character identification—contribute to interest in learning and empathy with people from other cultures through a simulation game. U.S. college students played one of two roles (an American journalist or Haitian survivor) in the game that dealt with the aftermath of the 2010 Haiti earthquake. Presence was a powerful predictor of flow, character identification, and empathy felt during the games. Furthermore, empathy experienced by game play significantly predicted interest in learning more about the game topics. Flow and identification made secondary contributions to learning outcomes, with flow mediating the effect of presence on males’ empathy and identification contributing to females’ interest in learning. While the proposed model was generally successful at predicting outcomes, it did a better job of accounting for the experience of participants who played a role rooted in their own culture (the journalist) than in a different culture (the survivor), and for female than male players. Our results suggest that serious game designers should prioritize inducing empathy and immersive presence in players, giving secondary attention to designing for flow and character identification

Civic play and civic gaps: Can life simulation games advance educational equity?

Digital games and simulations (DG&S) could help mitigate inequities in civic education and participation, which are found in many contemporary democracies. Yet incorporating DG&S into the curriculum may reinforce or introduce inequities for students who are less engaged by game-based learning. A quasi-experimental study of 301 U.S. high school students in social studies classes examined whether prior academic performance, civic engagement, civic game play experience and gender affected how (and which) students benefit from playing a life simulation game. Dependent variables included several civic dispositions: justice-oriented citizenship norms and interest in politics, news, and global issues. The simulation game especially enhanced political interest among lower performing students and those with fewer informational resources. Although prior civic activity and civic gaming experience provided advantages for some outcomes, for the most part, gender did not. We conclude that life simulation games have the potential to advance both equity and excellence in civic education, engaging males and females, and advantaged and disadvantaged students, and we theorize about the reasons why

Differences in n-type doping efficiency between Al- and Ga-ZnO films

A careful and wide comparison between Al and Ga as substitutional dopants in the ZnO wurtzite structure is presented. Both cations behave as n-type dopants and their inclusion improves the optical and electrical properties of the ZnO matrix, making it more transparent in the visible range and rising up its electrical conductivity. However, the same dopant/Zn ratio leads to a very different doping efficiency when comparing Al and Ga, being the Ga cation a more effective dopant of the ZnO film. The measured differences between Al- and Ga-doped films are explained with the hypothesis that different quantities of these dopant cations are able to enter substitutionally in the ZnO matrix. Ga cations seem to behave as perfect substitutional dopants, while Al cation might occupy either substitutional or interstitial sites. Moreover, the subsequent charge balance after doping appear to be related with the formation of different intrinsic defects that depends on the dopant cation. The knowledge of the doped-ZnO films microstructure is a crucial step to optimize the deposition of transparent conducting electrodes for solar cells, displays, and other photoelectronic devices.Ministerio de Ciencia e Innovación TEC2007-60996, MAT2008-06858-C02-02, MAT2008- 06330, TEC2010-16700FUNCOAT CSD2008-00023- CONSOLIDER INGENIOSonderforschungsbereich SFB 76

Twenty years of ground-based NDACC FTIR spectrometry at Izaña Observatory - overview and long-term comparison to other techniques

High-resolution Fourier transform infrared (FTIR) solar observations are particularly relevant for climate studies, as they allow atmospheric gaseous composition and multiple climate processes to be monitored in detail. In this context, the present paper provides an overview of 20 years of FTIR measurements taken in the framework of the NDACC (Network for the Detection of Atmospheric Composition Change) from 1999 to 2018 at the subtropical Izaña Observatory (IZO, Spain). Firstly, long-term instrumental performance is comprehensively assessed, corroborating the temporal stability and reliable instrumental characterization of the two FTIR spectrometers installed at IZO since 1999. Then, the time series of all trace gases contributing to NDACC at IZO are presented (i.e. C2H6, CH4, ClONO2, CO, HCl, HCN, H2CO, HF, HNO3, N2O, NO2, NO, O3, carbonyl sulfide (OCS), and water vapour isotopologues H162O, H182O, and HD16O), reviewing the major accomplishments drawn from these observations. In order to examine the quality and long-term consistency of the IZO FTIR observations, a comparison of those NDACC products for which other high-quality measurement techniques are available at IZO has been performed (i.e. CH4, CO, H2O, NO2, N2O, and O3). This quality assessment was carried out on different timescales to examine what temporal signals are captured by the FTIR records, and to what extent. After 20 years of operation, the IZO NDACC FTIR observations have been found to be very consistent and reliable over time, demonstrating great potential for climate research. Long-term NDACC FTIR data sets, such as IZO, are indispensable tools for the investigation of atmospheric composition trends, multi-year phenomena, and complex climate feedback processes, as well as for the validation of past and present space-based missions and chemistry climate models.The Izaña FTIR station has been supported by the German Bundesministerium für Wirtschaft und Energie (BMWi) via DLRunder grants 50EE1711A and by the Helmholtz Society via the research program ATMO. In addition, this research was funded by the European Research Council under FP7/(2007-2013)/ERC Grant agreement nº 256961 (project MUSICA), by the Deutsche Forschungsgemeinschaft for the project MOTIV (GeschaFTIRzeichen SCHN 1126/2-1), by the Ministerio de Economía y Competitividad from Spain through the projects CGL2012-37505 (project NOVIA) and CGL2016-80688-P (project INMENSE), and by EUMETSAT under its Fellowship Programme (project VALIASI)