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

Greenhouse gas emissions from the energy crop oilseed rape (Brassica napus); the role of photosynthetically active radiation in diurnal N2O flux variation

Oilseed rape (OSR, Brassica napus L.) is an important feedstock for biodiesel, hence carbon dioxide (CO2), methane (CH4) and particularly fertiliser-derived nitrous oxide (N2O) emissions during cultivation must be quantified to assess putative greenhouse gas (GHG) savings, thus creating an urgent and increasing need for such data. Substrates of nitrification (ammonium (NH4)) and denitrification (nitrate (NO3)), the predominant N2O production pathways, were supplied separately and in combination to OSR in a UK field trial aiming to: i produce an accurate GHG budget of fertiliser application; ii characterise short to medium-term variation in GHG fluxes; iii establish the processes driving N2O emission. Three treatments were applied twice, one week apart: ammonium nitrate fertiliser (NH4NO3, 69 kg-1N ha-1) mimicking the farm management, ammonium chloride (NH4Cl, 34.4 kg-1N ha-1) and sodium nitrate (NaNO3, 34.6 kg-1N ha-1). We deployed SkyLine2D for the very first time, a novel automated chamber system to measure CO2, CH4 and N2O fluxes at unprecedented high temporal and spatial resolution from OSR. During three weeks following the fertiliser application, CH4 fluxes were negligible, but all treatments were a net sink for CO2 (ca. 100 g CO2 m-2). Cumulative N2O emissions (ca. 120 g CO2-eq m-2) from NH4NO3 were significantly greater (p< 0.04) than from NaNO3 (ca. 80 g CO2-eq m-2), but did not differ from NH4Cl (ca. 100 g CO2-eq m-2), and reduced the carbon-sink of photosynthesis so that OSR was a net GHG source in the fertiliser treatment. Diurnal variation in N2O emissions, peaking in the afternoon, was more strongly associated with photosynthetically active radiation (PAR) than temperature. This suggests that the supply of carbon (C) from photosynthate may have been the key driver of the observed diurnal pattern in N2O emission and thus should be considered in future process-based models of GHG emissions

Igre za učenje in učenje iz iger

This paper details a model of game-based learning and suggests how this can be applied to both the playing of computer games and learning within the classroom environment. The authors document the results from a University level course, created in a role-playing form for designing educational games and highlights the student’s attitudes and beliefs regarding game design as a career. They also suggest that educational games can be used successfully for the transfer of knowledge to domains outside the world of computer games and highlights several case studies in the area of health and medicine.V prispevku je predstavljen model učenja na osnovi iger in možnosti uporabe modela v različnih okoljih: pri igranju iger kakor tudi pri uporabi iger za učenje v razredu. Opisane so izkušnje in rezultati tečaja na univerzitetni ravni, ki je bil zasnovan kot role-play igra, ter mnenja študentov o poklicni karieri na področju koncepcije iger za učenje. Znanje, pridobljeno s pomočjo iger za učenje, je moč uspešno uporabljati in prenesti v različne domene izven računalniških iger, kar je prikazano na primerih in študijah iz zdravstva