Restrictions and Abilities of SCORM: A Path to Adaptive Course Development

Hard and light gamification in education: Which one to choose?

Informatics and Education ◽

10.32517/0234-0453-2020-35-1-20-27 ◽

2020 ◽

Vol 1 (1) ◽

pp. 20-27

Author(s):

E. V. Karmanova ◽

V. A. Shelemetyeva

Keyword(s):

Computer Games ◽

Educational Process ◽

Course Development ◽

Learning Technology ◽

Training Course ◽

Resource Requirements ◽

E Learning ◽

Characteristic Features ◽

Game Elements

The article is devoted to the implementation of gamification methods in the educational process. The characteristic features of light and hard gamification are presented. The appropriateness of using gamification when applying e-learning technology is considered. Classification of courses based on hard gamification taking into account the technological features of development is proposed: courses-presentations, courses — computer games, VR/AR courses. The article also illustrates the use of various game elements of easy gamification using the example of the module “Level up! — Gamification” of the Moodle LMS. The capabilities of this module can be used in an electronic course by any teacher who has the skills of working with the Moodle.The authors present the analysis of the development of a training course in sales techniques using hard and light gamification technologies, where the course development was assessed for its complexity, manufacturability, and resource requirements. The results of the analysis showed that the development of courses using hard gamification requires much more financial and time-consuming than the development of courses using light gamification.The article evaluates the results of the educational intensiveness intense “Island 10–22”, held in July 2019 in Skolkovo, in which 100 university teams, teams of research and educational centers, teams of schoolchildren — winners of competitions, olympiads, hackathons (“Young Talents”) participated. The results of the intense confirmed the effectiveness of the use of light gamification methods in adult training. Thus, the conclusions presented in the article reveal a number of advantages that light gamification has in comparison with hard gamification.

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A sketch of the education landscape in biomimetic and biohybrid systems

10.1093/oso/9780199674923.003.0064 ◽

2018 ◽

Author(s):

Anna Mura ◽

Tony J. Prescott

Keyword(s):

Social Sciences ◽

Course Development ◽

Science And Engineering ◽

Arts And Humanities ◽

Research And Innovation ◽

Innovation Activities ◽

The Social ◽

The Us ◽

Societal Context ◽

Discipline Programs

The Living Machines approach, which can be seen as an exemplar methodology for a wider initiative towards “convergent science,” implies and requires a transdisciplinary understanding that bridges from between science and engineering and to the social sciences, arts, and humanities. In addition, it emphasizes a mix of basic and applied approaches whilst also requiring an awareness of the societal context in which modern research and innovation activities are conducted. This chapter explores the education landscape for postgraduate programs related to the concept of Living Machines, highlighting some challenges that should be addressed and providing suggestions for future course development and policy making. The chapter also reviews some of the within-discipline and across-discipline programs that currently exist, particularly within Europe and the US, and outlines an exemplar degree program that could provide the multi-faceted training needed to pursue research and innovation in Living Machines.

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