This post originally appeared on The Conversation. I’m not old by any means, but I’ve become a little more forgetful lately. This morning I poured myself a thermos of coffee and left for lab, abandoning it on the kitchen counter. I nearly forgot about the paper I had to review...
Transfer is the point not the game. Do games only make us play the game better or does knowledge transfer take place that helps us outside of the game
A growing body of research supports the use of serious games in the workplace. And thanks to a year of successful implementations in corporate settings, some great case studies now point the way for organizations ready to use games for learning. Whether you want to use a true serious game, a gamified solution, or a combination of the two… it’s a great time to do so. While research shows that people learn more from games than other learning solutions, many L&D practicioners still do not know why games work… so they avoid using games entirely. If you think you want to use a game for learning, you first must become familiar with the types of “fun” in games, what’s required for real learning to happen, and the ways games can link the two. We’ve created a new guide to help you accomplish this. The content, researched and written by Knowledge Guru creator (and BLP president) Sharon Boller, takes the mystery out of using serious games in the enterprise. It’s a simple thing, really: become familiar with the ways people have fun in games, identify the common principles all effective learning solutions share, and then carefully map the two together. And once you map the “fun” elements of your serious game to the elements needed for learning, you’ll also want to employ some research-based learning principles to actually help people remember the content after they’ve learned it. Are your game mechanics and game elements actually mapped to the cognitive tasks learners need to perform on the job? Are you taking advantage of the latest research on how the human brain best commits knowledge to long-term memory? The guide, titled 4 Ways Serious Games Link to Learning, is available as a free download.
Very interesting MOOC concept. "most MOOCs deliver an extremely traditional learning experience. Basically, it's the big-lecture-hall format, with an internet-sized lecture hall." Very boring maybe mcb80x is an answer, not the answer but getting there.
Everyone is freaking out about this chart from mobile analytics company Flurry on Twitter today. It shows people spend 86% of their time on iOS and Android devices in apps. The mobile browser only accounts for 14% of our time now. A year ago, 80% of time was spent in apps, and 20% was in the mobile browser. Chart via Statista.
This report addresses the question of pedagogy within the Massive Open Online Course (MOOC): what kinds of MOOCs are currently offered in the UK; what it means to 'teach' in the open and at massive scale; and what kinds of demands and expectations are experienced by academics who teach MOOCs The phenomenon of Massive Open Online Courses, or MOOCs, has attracted a great deal of reportage, debate and research over the past two years. One area, however, has been noticeably under-represented in these discussions: pedagogy. As learning and teaching in higher education (HE) continues to be high on the agenda of UK governments, HE providers and policy makers alike, it is vital that this aspect of one of the most significant developments in HE in recent years receives attention.
I’m entering into 2014 not with a prediction, but with a hope--that in the new year, the education technology hype-hysteria pendulum will swing less extremely and less frequently.This year should have delighted me. When I started working in education nearly two decades ago, edtech was a challenging
It's pedagogy and content, not technology, that actually facilitates learning!
We write the equivalent of 520 million books every day on social media and email. The fact that so many of us are writing — sharing our ideas, good and bad — has changed the way we think. Just as we now live in public, so do we think in public.