Game-based learning or game-based teaching?

Emerging technologies for learning report - Article exploring games based learning and its potential for edcuatio

An assessment of game based learning

‬This thesis uses the principles arising from both the literature review and surveys and experiements to further the understanding of game design that supports quality learning. These principles have been used to build two exemplar platforms that on a number of criteria and measures, represent generic principles concerning game-based learning

Feminist thought(s) as dirty intellectuality: the case of Andrea Dworkin

Das breite Spektrum feministischer Gedanken von der Kunst bis zur Erkenntnistheorie, die sich um Geschlecht und seine vielfältigen Arrangements in der Gesellschaft drehen, werden als "anders" oder "schmutzig" dargestellt, wenn diese sich nicht in vorherrschende erkenntnistheoretische Prämissen oder künstlerische Standards der hegemonialen Männlichkeit einordnen lassen. Das Konzept der Andersheit wird der Wissenden/ Produzentin aufgrund ihres Geschlechtes und ihres epistemischen Fokus zugeschrieben, der dichotome Rahmungen eines Körper-Geist-Dualismus, erkenntnistheoretische Traditionen, geschlechtsspezifische Berufseinteilungen, Geschlechtsbinarismus und Körpernormen konventioneller Weiblichkeit durchbricht. Das Leben und Werk der radikalen Feministin Andrea Dworkin wird in der Analyse herangezogen, um die folgende theoretische Prämisse des Artikels zu bestätigen: Eine Frau, die sich als Wissende positioniert, Wissen produziert und als Feministin (selbst)kategorisiert (wird), wird als eine Bedrohung für das System der Geschlechterordnung, seine Strukturen, Diskurse und Praktiken wahrgenommen.The wide spectrum of feminist thoughts, from art to epistemology, which are centred around gender and its multi-leveled arrangements in society is, when not aligned with predominant epistemic premises or artistic standards of hegemonic masculinity, rendered as Other or dirty. The concept of Otherness is ascribed to the knower/ producer on behalf of her sex and her epistemic focus, which transgresses several dichotomous frameworks of the body-mind dualism, epistemological traditions, gendered categorization of professions, gender binarism and body norms of conventional femininity. The life and work of radical feminist Andrea Dworkin was analyzed in order to confi rm the theoretical premise of the article, namely that when a woman positions herself as a knower and produces knowledge, (self)categorized as a feminist, she is perceived as a threat to the system of structures, discourses and practices of the gender order

Strength of culture and transfer of knowledge in organizations

This paper analyses the effects of organizational culture on the transfer of knowledge in organizations. While prior literature has considered relations between individual classifications of organizational culture and the whole process of knowledge development, we focused our analysis on the dimension of cultural strength and its effects on the selected phase of knowledge transfer in organizations. Our study suggested that organizations need to analyse how weak and strong organizational culture affects knowledge in organizations. The study drew upon the behavioural, organizational, and knowledge management theories and analysed answers from 138 respondents in Slovenian organizations. Analysing knowledge data demonstrates that older respondents and employees in managerial positions are more prone to knowledge transfer. The analysis shows that the strength of organizational culture is positively and statistically significantly associated with knowledge transfer in organizations. The main practical implication of this study is our finding, which suggests that organizations need to further improve the transfer of knowledge through increasing the strength of organizational culture

Contextual and Individual Predictors of Bullying and Victimization in Slovenia: Positive Youth Development Perspective

Bullying and victimization pose a serious risk for youth optimal development due to numerous negative short- and longterm consequences. One of the models with a focus on adolescents that can serve as a theoretical framework in designing prevention and intervention programmes targeting bullying and victimization is Positive Youth Development Perspective. The Positive Youth Development perspective assumes that with the positive interplay between developmental assets (internal and external youth resources) and the 5Cs (competence, confidence, character, caring, connection) the probability of bullying and victimization lowers. In the present study, we have investigated the predictive power of developmental assets and the 5Cs for bullying (verbal and social bullying) and victimization (verbal and social victimization) on a sample of older adolescents and emerging adults (N = 434, 80.9% girls, Mage = 21.65). We used The Developmental Assets Profile (Benson, 2003), PYD questionnaire (Geldhof et al., 2014) and Adolescent Peer Relations Instrument: Bully/Target (APRI-BT Marsh et al., 2011). The findings show that gender, age, and Caring are significant predictors of Verbal bullying while age, Empowerment, and Caring are significant predictors of Social bullying. Furthermore, gender, age, Constructive use of time, Confidence and Connection are significant predictors of Verbal victimization and age, Empowerment, Constructive use of time, Confidence, and Connection are significant predictors of Social victimization. The implications for practice and future research are discussedEl acoso y la victimización suponen un grave riesgo para el desarrollo óptimo de los jóvenes debido a numerosas consecuencias negativas a corto y a largo plazo. Uno de los modelos con enfoque en la adolescencia que puede servir como marco teórico en el diseño de programas de prevención e intervención dirigidos al acoso y la victimización es la perspectiva de Desarrollo Positivo Juvenil (DPJ). La perspectiva del DPJ asume que con la interacción positiva entre los activos del desarrollo (recursos juveniles internos y externos) y las 5Cs (competencia, confianza, carácter, cuidado, y conexión), la probabilidad de acoso y victimización disminuye. En el presente estudio, se ha investigado el poder predictivo de los activos del desarrollo y las 5Cs para el acoso (tanto verbal como social) y la victimización (tanto verbal como social) en una muestra de adolescentes tardíos y adultos emergentes (N = 434, 80,9% niñas , M edad = 21,65). Se administró el The Developmental Assets Profile (Benson, 2003), el cuestionario de DPJ (Geldhof et al., 2014) y el Adolescent Peer Relations Instrument: Bully / Target (APRI-BT, Marsh et al., 2011). Los resultados indicaron que el género, la edad y el cuidado son predictores significativos del acoso verbal, mientras que la edad, el empoderamiento y el cuidado son predictores importantes del acoso social. Además, el género, la edad, el uso constructivo del tiempo, la confianza y la conexión son predictores significativos de la victimización verbal, y la edad, el empoderamiento, el uso constructivo del tiempo, la confianza y la conexión son predictores significativos de la victimización social. Se han discutido las implicaciones para la práctica y la investigación futur

Debriefing after Simulation: Guidelines for Faculty and Students

Debriefing is an essential component of simulation that is used in nursing education. It can be defined as an activity that follows a simulation experience that is led by a facilitator where feedback is provided on the participants’ performance, all aspects of the simulation activities are discussed, and reflective thinking is encouraged. The review of the literature identifies significant learning occurs through discussion and reflection during debriefing. The literature also illustrates the need for research on the process, the environment, the student and facilitator roles, a theoretical framework, and a model for debriefing. The purpose of this project is to design a debriefing tool and process to be used following simulation activities to enhance student learning. From an extensive literature review a model was developed to guide debriefing following simulation activities to optimize student reflection and enhance learning

PREGLED UTEMELJENJA I DJELOVANJA LIJEČNIČKIH DRUŠTAVA NA PODRUČJU DONJE ŠTAJERSKE

In the 1860s, the medical societies in Habsburg Monarchy, undertook a part of the medical postgraduate training. Doctors and wound surgeons from Ljubljana established medical association in October 1861 («Ärztlicher Leseverein in Laibach»). At a meeting in October 1862 they decided to include all the doctors and wound surgeons from the Carniola region. Following the organization was renamed Medical Association in Carniola («Verein der Ärzte in Krain»). A similar provincial association was founded by the Styrian doctors in Graz as early as in May 1862 («Verein der Ärzte in Steiermark»). Similar medical associations were also established in the Lower Styria in the 1870s. The most important medical association was established in Maribor in 1876. Another medical association was established in Celje in 1877 and one in the Ptuj-Ljutomer region in 1877. As the associations were mostly communicating in German, this might have been the reason for the establishment of the Slovene medical society in Celje in 1906. The Slovenian national consciousness began to strengthen across the territory of today’s Slovenia. Already after the First World War in 1918, they managed to achieve the establishment of the Slovene Medical Society. Due to the events during the Second World War, a uniform Slovene medical association was established in 1947.Uvođenjem ustavne monarhije, šezdesetih su godina XIX. stoljeća dio poslijediplomskog obrazovanja liječnika preuzela liječnička društva u regionalnim granicama tadašnje Habsburške Monarhije. Liječnici i ranarnici u Ljubljani ustanovili su svoje strukovno udruženje u listopadu 1861. (Ärztlicher Leseverein in Laibach). Udruženje je u listopadu sljedeće godine uključilo sve liječnike i ranarnike Kranjske dežele i preimenovalo se u Društvo liječnika Kranjske (Verein der Aerzte in Krain). Slično udruženje ustanovili su liječnici Štajerske u Grazu u svibnja 1862. (Verein der Ärzte in Steiermark). Sedamdesetih godina XIX. stoljeća slična su liječnička društva pokrenuta i u Donjoj Štajerskoj. Najvažnije je ustanovljeno u Mariboru 1876., zatim u Celju (1877.) te za kotar Ptuj-Ljutomer (1877.). Društva su djelovala većinom na njemačkom jeziku pa je zbog toga 1906. u Celju ustanovljeno i Slovensko liječničko društvo Celje. Odmah nakon Prvoga svjetskog rata, 1918., ustanovljeno je Slovensko liječničko društvo. Nakon Drugoga svjetskog rata, 1947., stvoreno je jedinstveno Slovensko liječničko društvo

PREGLED UTEMELJENJA I DJELOVANJA LIJEČNIČKIH DRUŠTAVA NA PODRUČJU DONJE ŠTAJERSKE

In the 1860s, the medical societies in Habsburg Monarchy, undertook a part of the medical postgraduate training. Doctors and wound surgeons from Ljubljana established medical association in October 1861 («Ärztlicher Leseverein in Laibach»). At a meeting in October 1862 they decided to include all the doctors and wound surgeons from the Carniola region. Following the organization was renamed Medical Association in Carniola («Verein der Ärzte in Krain»). A similar provincial association was founded by the Styrian doctors in Graz as early as in May 1862 («Verein der Ärzte in Steiermark»). Similar medical associations were also established in the Lower Styria in the 1870s. The most important medical association was established in Maribor in 1876. Another medical association was established in Celje in 1877 and one in the Ptuj-Ljutomer region in 1877. As the associations were mostly communicating in German, this might have been the reason for the establishment of the Slovene medical society in Celje in 1906. The Slovenian national consciousness began to strengthen across the territory of today’s Slovenia. Already after the First World War in 1918, they managed to achieve the establishment of the Slovene Medical Society. Due to the events during the Second World War, a uniform Slovene medical association was established in 1947.Uvođenjem ustavne monarhije, šezdesetih su godina XIX. stoljeća dio poslijediplomskog obrazovanja liječnika preuzela liječnička društva u regionalnim granicama tadašnje Habsburške Monarhije. Liječnici i ranarnici u Ljubljani ustanovili su svoje strukovno udruženje u listopadu 1861. (Ärztlicher Leseverein in Laibach). Udruženje je u listopadu sljedeće godine uključilo sve liječnike i ranarnike Kranjske dežele i preimenovalo se u Društvo liječnika Kranjske (Verein der Aerzte in Krain). Slično udruženje ustanovili su liječnici Štajerske u Grazu u svibnja 1862. (Verein der Ärzte in Steiermark). Sedamdesetih godina XIX. stoljeća slična su liječnička društva pokrenuta i u Donjoj Štajerskoj. Najvažnije je ustanovljeno u Mariboru 1876., zatim u Celju (1877.) te za kotar Ptuj-Ljutomer (1877.). Društva su djelovala većinom na njemačkom jeziku pa je zbog toga 1906. u Celju ustanovljeno i Slovensko liječničko društvo Celje. Odmah nakon Prvoga svjetskog rata, 1918., ustanovljeno je Slovensko liječničko društvo. Nakon Drugoga svjetskog rata, 1947., stvoreno je jedinstveno Slovensko liječničko društvo