Games and simulations in distance learning: the AIDLET Model

This chapter discusses the selection and potential use of electronic games and simulations in distance learning supported by an operational model called AIDLET. After analyzing the different approaches to the use of games and simulations in education, and discussing their benefits and shortcomings, a framework was developed to facilitate the selection, repurposing, design and implementation of games and simulations, with focus on the practical aspects of the processes used in Open and Distance Learning (ODL). Whereas traditional learning is based on knowledge memorization and the comple- tion of carefully graded assignments, today, games, simulations and virtual environments turn out to be safe platforms for trial and error experimentation, i.e. learning by doing/playing. New instructional models may require that rich interactive processes of communication are supported, that assignments are structured as game-like projects, and that a culture of interaction, collaboration, and enablement drives learning and personal development. In this context, the AIDLET model was set out and verified against a taxonomy representing the main categories and genres of games to meet the requirements of distance education teachers, instructional designers and decision-makers

The AIDLET Model : a framework for selecting games, simulations and augmented reality environments in mobile learning

Smartphones and other mobile devices like the iPhone, Android, Kindle Fire, and iPad have boosted educa- tors’ interest in using mobile media for education. Applications from games to augmented reality are thriving in research settings, and in some cases schools and universities, but relatively little is known about how such devices may be used for effective learning. This article discusses the selection and potential use of electronic games, simulations and augmented reality in mobile learning supported by an operational model called AIDLET. After analyzing the different approaches to the use of digital technology and games in education, and discussing their benefits and shortcomings, a framework was developed to facilitate the selection, repurposing, design and implementation of games, simulations and augmented reality, with focus on the practical aspects of the processes used in mobile learning. It is apparent that these devices for learning are valued by students and teachers alike, and that they may be used as personalized devices for amplifying learning, specifically through amplifying access to information, social networks, and ability to participate in the world. Furthermore, whereas traditional learning is based on knowledge memorization and the completion of carefully graded assignments, today, games, simulations and virtual environments turn out to be safe platforms for trial and error experimentation, i.e. learning by doing or playing. In this context, the AIDLET model was set out and verified against a taxonomy representing the main categories and genres of games, and the article concludes with implications for how teachers, instructional designers and technologists might best capitalize on the affordances of mobile devices when designing for blended learning and e-learning courses

Reproducibility of fluorescent expression from engineered biological constructs in E. coli

We present results of the first large-scale interlaboratory study carried out in synthetic biology, as part of the 2014 and 2015 International Genetically Engineered Machine (iGEM) competitions. Participants at 88 institutions around the world measured fluorescence from three engineered constitutive constructs in E. coli. Few participants were able to measure absolute fluorescence, so data was analyzed in terms of ratios. Precision was strongly related to fluorescent strength, ranging from 1.54-fold standard deviation for the ratio between strong promoters to 5.75-fold for the ratio between the strongest and weakest promoter, and while host strain did not affect expression ratios, choice of instrument did. This result shows that high quantitative precision and reproducibility of results is possible, while at the same time indicating areas needing improved laboratory practices.Peer reviewe