Post-16 Curriculum and Qualifications Reform in England and Scotland: lessons from home international comparisons

In this article we compare Curriculum 2000 and Higher Still, recent reforms of post-16 education in England and Scotland respectively. We draw on current and earlier research on the unification of academic and vocational learning in England, Scotland and other European countries in order to suggest areas for mutual learning to inform future curriculum and qualifications reform north and south of the Border. We highlight five of these - the conduct of the policy process, issues of progression, assessment, approaches to vocational education and key/core skills. In our conclusion we speculate on the possibility of either convergence or divergence of the English and Scottish upper secondary education systems as both evolve

Modellen

Uitleg over het 'Informatiesysteem kostendoelrealisatie', het geheel aan kennis, gegevens en modellen bedoeld om de gevolgen van verschillende bosbeheersstrategieën door te rekenen, zowel wat betreft simulatie van de bosontwikkeling als bepaling van de functievervulling (natuur, recreatie, houtproductie) en de financiële consequentie

Gamification of participatory modeling in the context of sustainable development: existing and new solutions

Serious games and gamification tools have gradually expanded their application in participatory settings, while already being widely used in the context of sustainable development in general. Their popularity is explained by their ability to create an engaging and experimental environment, which evokes critical thought, meaningful interaction between the participants and experience-based learning. Although game design principles and tools are, to a large extent, universal, their application differs from one field to another. The simulation modelling field has a long history of using game elements to make complicated models more user-friendly and understandable for wider audiences. Management flight simulators, microworlds, policy exercises and strategic simulations are among the most common examples. Meanwhile, the urban planning field often makes use of interactive 3D maps, including the most recent advancements in applying XR technologies to make the interaction with the system more tactile and collaborative in a multi- user setting. Serious games are used in participatory projects as a supplementary approach to provoking discussion among the stakeholders and stimulating critical thinking. Gamification in the participatory modeling field is commonly used at the initial and final stages of the process or by incorporating a role playing component into the process (e.g. in companion modeling and social simulations). Based on the existing research, we have two main observations: (1) in each of the above-mentioned fields there are traditional ways of using gamification and visualization instruments and there is a lack of ‘cross-pollination’ between various application fields in terms of choosing gamification tools, (2) gamification tools are commonly used at one or two stages of participatory modeling process but rarely over the entire process of participatory modeling. We suggest that by introducing more gamification elements throughout the whole PM process we can produce a more gameful or, at least, a more engaging experience for stakeholders. As a preliminary step towards wider use of gamification in the participatory modeling process, we first analyze how existing gaming solutions from various fields can be applied in the context of different stages of participatory modeling. In our research we critically reviewed the use of gamification from two perspectives: (1) to which extent it could help to mitigate the challenges of participatory modeling process (e.g. biases, groupthink, conflicts, etc.) and consequently contribute to better learning and communication between the participants, (2) how it could contribute to the creation of engaging experiences for the participants during participatory modeling process. As a result, we propose a framework for gamification of each stage of the participatory modeling process taking into consideration the already existing solutions, as well as the insights from the game design and behavioral science fields

Gamification Framework for Participatory Modeling:A Proposal

Problem structuring methods imply the involvement of stakeholders and aim to create a shared understanding of the problem and commitment among them. The process and outcomes of such interventions entirely depend on the stakeholder’s level of engagement and willingness to contribute to the discussion. Gamification, in its turn, has been extensively used to increase engagement in an activity and nudge certain behaviors. Several gamification frameworks exist for stakeholder engagement; however, none fully considers the context of the modeling workshops with stakeholders. In this paper, we focus on a specific method for problem structuring, called Participatory Modeling (PM), and aim to explore the essential components and steps to gamify the PM process. We look at the literature on gamification, stakeholder engagement, problem structuring methods and, specifically, PM. Based on this analysis, we propose a gamification framework for PM, which includes the steps commonly mentioned in other existing frameworks and more nuanced features within each step that are specific to the PM context. Emphasis is given to analyzing the context of the gamified activity, including such aspects as participants, group interaction, and modeling. In addition, consideration of ethical points and potential risks of gamification is suggested as a necessary step to prevent undesired side effects during the gamified PM process. The gamification framework for PM leads to a variety of ways in which gamified intervention can be designed and incorporated into the process. Further research on the appropriateness of gamification use, practical applications, their evaluation, and risks associated with gamified interventions can contribute to the extension and clarification of the proposed framework.</p

Assessment of manual dexterity in VR: Towards a fully automated version of the box and blocks test

© 2019 The authors and IOS Press. This article is published online with Open Access by IOS Press and distributed under the terms of the Creative Commons Attribution Non-Commercial License 4.0 (CC BY-NC 4.0). In recent years, the possibility of using serious gaming technology for the automation of clinical procedures for assessment of motor function have captured the interest of the research community. In this paper, a virtual version of the Box and Blocks Test (BBT) for manual dexterity assessment is presented. This game-like system combines the classical BBT mechanics with a play-centric approach to accomplish a fully automated test for assessing hand motor function, making it more accessible and easier to administer. Additionally, some variants of the traditional mechanics are proposed in order to fully exploit the advantages of the chosen technology. This ongoing research aims to provide the clinical practitioners with a customisable, intuitive, and reliable tool for the assessment and rehabilitation of hand motor function

Player retention in league of legends: A study using survival analysis

© 2018 ACM. Multi-player online esports games are designed for extended durations of play, requiring substantial experience to master. Furthermore, esports game revenues are increasingly driven by in-game purchases. For esports companies, the trends in players leaving their games therefore not only provide information about potential problems in the user experience, but also impacts revenue. Being able to predict when players are about to leave the game-churn prediction-is therefore an important solution for companies in the rapidly growing esports sector, as this allows them to take action to remedy churn problems. The objective of the work presented here is to understand the impact of specific behavioral characteristics on the likelihood of a player continuing to play the esports title League of Legends. Here, a solution to the problem is presented based on the application of survival analysis, using Mixed Effects Cox Regression, to predict player churn. Survival Analysis forms a useful approach for the churn prediction problem as it provides rates as well as an assessment of the characteristics of players who are at risk of leaving the game. Hazard rates are also presented for the leading indicators, with results showing that duration between matches played is a strong indicator of potential churn

'I just want a job' : what do we really know about young people in jobs without training?

Over recent years, a central concern of policy has been to drive up post-16 participation rates in full-time education and address the needs of young people not in education, employment or training (NEET). As a result, young people who enter work which is classified as 'without training' at 16/17 have largely been ignored. However, the decision to Raise the Participation Age (RPA) for continuing in learning for all 17-year olds from 2013 and for all 18-year olds from 2015 in England, together with a growing unease about the impact of the current recession on youth unemployment rates, have revived interest in the 'jobs without training' (JWT) group. This paper draws on the findings from two studies: first, a qualitative study in two contrasting local labour markets, of young people in JWT, together with their employers and parents; and second, an evaluation of the Learning Agreement Pilots (LAP), which was the first policy initiative in England targeted at the JWT group. Both studies reveal a dearth of understanding about early labour market entrants and a lack of policy intervention and infrastructure to support the needs of the JWT group throughout the UK. From this, it is concluded that questionable assumptions have been made about the composition and the aspirations of young people in JWT, and their employers, on the basis of little or no evidence. As a consequence, a policy 'quick fix' to satisfy the RPA agenda will not easily be achieved. If the decision to raise the participation age is adopted also by the Welsh and Scottish parliaments, similar challenges may have to be faced

Last Island: Exploring Transitions to Sustainable Futures through Play

© 2019 Association for Computing Machinery. A serious game was designed and developed with the goal of exploring potential sustainable futures and the transitions towards them. This computer-assisted board game, Last Island, which incorporates a system dynamics model into a board game's core mechanics, attempts to impart knowledge and understanding on sustainability and how an isolated society may transition to various futures to a non-expert community of players. To this end, this collaborativecompetitive game utilizes the Miniworld model which simulates three variables important for the sustainability of a society: Human population, economic production and the state of the environment. The resulting player interaction offers possibilities to collectively discover and validate potential scenarios for transitioning to a sustainable future, encouraging players to work together to balance the model output while also competing on individual objectives to be the individual winner of the game

'The heart of what we do': policies on teaching, learning and assessment in the learning and skills sector

One of the stated aims of government policy in England is to put teaching, training,and learning at the heart of the learning and skills system. This paper provides a critical review of policies on teaching, learning and assessment in the learning and skills sector over the past five years. It draws upon data collected and analysed in the early stages of an ESRC-funded Teaching and Learning Research Programme project. Using evidence from policy sources, we argue that despite policy rhetoric about devolution of responsibility to the 'front line', the dominant 'images' that government has of putting teaching, learning and assessment at the heart of the Learning and Skills Sector involves a narrow concept of learning and skills; an idealisation of learner agency lacking an appreciation of the pivotal role of the learner/tutor relationship and a top-down view of change in which central government agencies are relied on to secure education standards