Didactic Conception Of Serious Games: On The Linking Of Game And Learning Offers

Serious Games versuchen Spielen mit Lernen zu verbinden. Der Beitrag problematisiert die Machbarkeit einer solchen Verknüpfung in digitalen Welten und diskutiert verschiedene didaktische Konzepte einer Nutzbarmachung digitaler Spiele für das Lernen und Lehren. Ausgehend von einer Analyse des Erlernens von Spielen werden drei didaktische Konzepte von Serious Games im Hinblick auf ihre didaktischen Potenziale untersucht: (1) der unmittelbare Transfer von Wissen, das im Spiel erworben wird (keine zusätzliche Didaktisierung), (2) Didaktisierung durch Einbettung des Spiels in einer Lernsituation oder (3) Didaktisierung durch Einbettung von Lernaufgaben in ein Spiel. Ergebnisse zur Nutzung von Spielen, bei denen Lernaufgaben in eine Spielwelt eingebettet sind, zeigen, dass Personen die Aufnahme von Wissen in einem expliziten Lernmodus eher zu reduzieren versuchen, um möglichst zügig wieder in den Spielmodus zu wechseln. Diskutiert werden die Konsequenzen dieser Problematik für die didaktische Konzeption von Serious Games.Serious games try to combine playing with learning. The article problematises the feasibility of such a link in digital worlds and discusses various didactic concepts of making digital games usable for learning and teaching. Based on an analysis of the learning of games, three didactic concepts of serious games are examined with regard to their didactic potentials: (1) the direct transfer of knowledge acquired in the game (no additional didacticisation), (2) didacticisation by embedding the game in a learning situation or (3) didacticisation by embedding learning tasks in a game. Results on the use of games in which learning tasks are embedded in a game world show that people tend to try to reduce the absorption of knowledge in an explicit learning mode in order to switch back to the game mode as quickly as possible. The consequences of this problem for the didactic conception of serious games are discussed

Antibodies to glycans dominate the host response to schistosome larvae and eggs: Is their role protective or subversive?

Multiple exposures of chimpanzees to the radiation-attenuated schistosome vaccine provoked a strong parasite-specific cellular and humoral immune response. Specific IgM and IgG were directed mainly against glycans on antigens released by cercariae; these were also cross-reactive with soluble antigens from larvae, adult worms, and eggs. Egg deposition was the major antigenic stimulus after challenge of vaccinated and control chimpanzees with normal parasites, eliciting strong antiglycan responses to egg secretions. Glycan epitopes recognized included LacdiNAc, fucosylated LacdiNAc, LewisX (weakly), and those on keyhole limpet hemocyanin. Antibodies to peptide epitopes became prominent only during the chronic phase of infection, as glycan-specific IgM and IgG decreased. Because of their intensity and cross-reactivity, the antiglycan responses resulting from infection could be a smoke screen to subvert the immune system away from more vulnerable larval peptide epitopes. Their occurrence in humans might explain the long time required for antischistosome immunity to build up after infection

Giant Rectal Gastrointestinal Stromal Tumors: A Report of Two Cases

Giant gastrointestinal stromal tumors (GISTs) of the rectum are rare and often difficult to remove surgically. At the time metastases are found, GISTs are considered to be incurable and until recently no adequate therapy was of any value for these patients. Recently, imatinib was introduced: a signal transducing inhibitor acting specifically on the KIT-tyrosine kinase, which can be used to downsize giant GIST (neo-adjuvant) before surgery or induce stable disease in case of metastases with few minor side-effects. Two patients with giant rectal GIST are presented, one of which was treated before the imatinib era, the other when imatinib was available

Cloning and sequencing of the tuf genes of Streptomyces coelicolor A3(2)

Microbial Biotechnolog