Board Games, Zombies, and Minecraft

2022 ◽  
pp. 1070-1091
Author(s):  
Susan Keim ◽  
Zac Jarrard
Keyword(s):  
Higher Education ◽  
Local Government ◽  
Student Learning ◽  
Learning Experience ◽  
Theory And Practice ◽  
Teaching Tool ◽  
Course Development ◽  
Human History ◽  
Practical Applications ◽  
Board Games

Games have been played throughout human history and in all cultures, exposing almost everyone to gameplay in some form. Higher education is exploring ways faculty can leverage games to enhance course development and the student learning experience. The primary pedagogical use of games is gamification, in which gaming is used to transform learning activities. This chapter will 1) provide an overview of gamification theory and practice in higher education, 2) share ideas for faculty to consider when using gamification as a teaching tool, and 3) explore how the game Minecraft was used through educational and practical applications to teach a local government course.

Board Games, Zombies, and Minecraft

2021 ◽  
pp. 194-215
Author(s):  
Susan Keim ◽  
Zac Jarrard
Keyword(s):  
Higher Education ◽  
Local Government ◽  
Student Learning ◽  
Learning Experience ◽  
Theory And Practice ◽  
Teaching Tool ◽  
Course Development ◽  
Human History ◽  
Practical Applications ◽  
Board Games

Games have been played throughout human history and in all cultures, exposing almost everyone to gameplay in some form. Higher education is exploring ways faculty can leverage games to enhance course development and the student learning experience. The primary pedagogical use of games is gamification, in which gaming is used to transform learning activities. This chapter will 1) provide an overview of gamification theory and practice in higher education, 2) share ideas for faculty to consider when using gamification as a teaching tool, and 3) explore how the game Minecraft was used through educational and practical applications to teach a local government course.

The Impact of Web 2.0 Technologies on the Learning Experience of Students in Higher Education

2018 ◽  
Vol 13 (3) ◽  
pp. 1-17 ◽  
Author(s):  
Afaf Mubarak Bugawa ◽  
Andri Mirzal
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Web 2.0 ◽  
Student Learning ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classrooms ◽  
Web 2.0 Technologies ◽  
The Impact

This article describes how the use of Web 2.0 technologies in the field of learning is on the rise. By their nature, Web 2.0 technologies increase the interactivity between users where interactivity is considered to be a key to success in traditional classrooms. This article reviews recent studies in the field of Web 2.0 technologies for learning and their impacts on the learning experiences and investigates relationship between Web 2.0 technologies and pedagogy in higher education on student learning. Key findings about the impacts of using social networks like Facebook, Twitter, blogs and wikis on learning experiences are also discussed. Web 2.0 technologies' characteristics and the rationale of Web 2.0 technologies in learning will also be explored.

scholarly journals Reviewing the literature on the student learning experience in higher education

2008 ◽  
Author(s):  
Hubert Ertl ◽  
Susannah Wright
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Learning Environments ◽  
Learning Experience ◽  
Effective Learning ◽  
The Future ◽  
Teaching Curriculum ◽  
Subject Areas ◽  
Methodological Approaches

Education Academy which aimed at mapping the research base around the student learning experience in higher education (HE). The project aimed to 1) provide an overview of the ways in which the student learning experience in HE has been and is conceptualised; 2) provide an overview of interventions aimed at producing a more effective learning experience; and 3) review the methodological approaches adopted to investigate the student learning experience. The paper outlines the review approach adopted by this project and presents an analytical map in which reviewed studies are categorised in terms of the methods they adopt and the area of investigation. Selected findings in the areas of inventory-based studies, assessment and feedback and teaching, curriculum and learning environments are discussed. The project identified a large, but broad, heterogeneous and somewhat scattered research base, dominated by a tradition of studies using inventory methods, and otherwise by small and localised studies often conducted by practitioners researching their own subject areas. The paper concludes with a discussion of the strengths and weaknesses of the project's methods, and recommendations for developing the student learning experience research base in the future.

Learning communities: an untapped sustainable competitive advantage for higher education

2006 ◽  
Vol 20 (2) ◽  
pp. 127-139 ◽  
Author(s):  
Shane Dawson ◽  
Bruce Burnett ◽  
Mark O'Donohue
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Higher Education Policy ◽  
Learning Experience ◽  
Performance Standards ◽  
Measurement Tool ◽  
Teaching Staff ◽  
Sustainable Competitive Advantage ◽  
Content Type ◽  
And Performance

PurposeThis paper demonstrates the need for the higher education sector to develop and implement scaleable, quantitative measures that evaluate community and establish organisational benchmarks in order to guide the development of future practices designed to enhance the student learning experience.Design/methodology/approachLiterature regarding contemporary Australian higher education policy and community development is critiqued to illustrate the need for universities to adopt scaleable quantitative measures to evaluate stated strategic imperatives and establish organisational benchmarks. The integration of organisational benchmarks guides the implementation of future practices designed to enhance the student learning experience. A current active exemplar methodology is discussed to demonstrate applicability to both higher education administrators and teaching staff across the various organisation levels.FindingsWhile universities are promoting and investing in the concept of community to enhance the student learning experience there are as yet, limited scaleable evaluative measures and performance indicators to guide practitioners. This paper proposes an effective measurement tool to benchmark current pedagogical performance standards and monitor the progress and achievement of future implemented practices designed to enhance the sense of community experienced by the student cohort.Originality/valueThis paper identifies and addresses the current absence of effective scaleable evaluative measures to assess the achievement of stated strategic imperatives implemented as a consequence of reducing government financial support, increasing accountability, and increasing student expectations as result of educational consumerism.

scholarly journals Duty Bound? Court Possession Schemes and Clinical Education

2014 ◽  
Vol 7 ◽  
pp. 58
Author(s):  
Carol Boothby
Keyword(s):  
Social Justice ◽  
Student Learning ◽  
Clinical Education ◽  
Learning Experience ◽  
Legal Education ◽  
Point Of View ◽  
Teaching Tool ◽  
Hands On ◽  
The University

<p>The opportunity to take part in the local County Court hearings of repossession cases arose around 3 years ago, the same time as I joined the University of Northumbria as a solicitor/ tutor working in the Student Law Office. I wanted to keep up my own hands-on skills as a solicitor, and so grasped this opportunity with enthusiasm. It has been an invaluable teaching tool as part of student’s experiences within the student law office, but only recently have I stopped to take stock of the nature and value of this experience, and to consider more carefully the aims and objectives, from the Student Law Office point of view, in taking part in this.</p><p>This paper looks at experiences with students at court repossession days, and the messages we are giving students when we expose them to this type of work – are we moving closer towards clinical legal education with a social justice agenda? And what do we get out of these court days as a student learning experience. </p>

Student perception on a supplementary multimodal tool for Academic Literacy: A pilot study

2021 ◽  
Vol 53 (2) ◽  
pp. 73-93
Author(s):  
Susan Marais ◽  
Mariska Nel ◽  
Jaco Fourie
Keyword(s):  
Higher Education ◽  
Pilot Study ◽  
Blended Learning ◽  
Student Perceptions ◽  
South African ◽  
Learning Experience ◽  
Student Perception ◽  
Academic Literacy ◽  
Teaching Tool ◽  
E Learning

In light of the various advantages the e-learning experience could have for students, a blended teaching approach, where instructors make use of e-learning, has become increasingly prominent in higher education institutions. This study, which was conducted at a South African institute of higher education with a diverse and multilingual student population, focusses on student perceptions of theefficacy and accessibility of a multimodal tool called WIReD to supplement the existing academic literacy module. The review of student perceptions was structured around the outcomes for the module unit with which WIReD is intended to blend. In order to determine student perception, a questionnaire using a Likert-scale to measure responses along with open-ended questions, were used. As such, this study firstly examined students’ impressions of the design (overall appearance) and accessibility of WIReD. Secondly, it  investigated the appropriateness of content, especially with regard to the envisaged blend between WIReD and the module contentas taught during lectures and in the workbook. Despite being a pilot study with results based exclusively on student perception, it seems that WIReD can be utilized as a supplementary multimodal tool and that the outcomes thereof blends effectively with the outcomes of the academic literacy module. Keywords: academic literacy; blended learning; e-learning; multimodal teaching tool; student perception; WIReD

How Digital Media like TED Talks Are Revolutionizing Teaching and Student Learning

2014 ◽  
pp. 282-298
Author(s):  
Gladys Palma de Schrynemakers
Keyword(s):  
Student Learning ◽  
Digital Media ◽  
Learning Experience ◽  
Real Life ◽  
Learning Objectives ◽  
Teaching Tool ◽  
Student Learning Objectives ◽  
Multi Media ◽  
User Friendly ◽  
Ted Talks

Launched in 1984, Technology, Entertainment, and Design (TED) Talks was successfully developed and implemented as a practical way to bring recognized experts together to discuss the latest developments and improve communication and collaboration across these fields. From its embryonic beginning, TED Talks has today expanded exponentially and is now a multi-media vehicle for delivering pioneering work to a global audience. For faculty wishing to bring user-friendly, cutting-edge research and ideas to the classroom, it can be an exciting teaching tool because students can draw from the real life experiences of outstanding professionals who are trailblazers in their fields. This chapter presents assignments that were created using TED Talks and provides a template that can be used to create unique assignments that are compatible with the needs and goals of the course. The template is designed to help faculty craft a learning experience that is embedded in an encouraging environment for innovative approaches and student involvement—where specific student learning objectives exist, along with approaches to assess student learning.

Opportunities and Challenges of Emerging Technologies in Higher Education

2010 ◽  
Vol 1 (4) ◽  
pp. 27-40
Author(s):  
P. Thomas
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Teaching And Learning ◽  
New Technologies ◽  
Learning Experience ◽  
New Technology ◽  
Transmission Model ◽  
Great Opportunity ◽  
University Of Botswana ◽  
The University

Recent unprecedented advances in digital technologies and their concomitant affordances in education seem to be a great opportunity to adequately address burgeoning demand for high quality higher education (HE) and the changing educational preferences. It is increasingly being recognised that using new technology effectively in HE is essential to prepare students for its increasing demand. E-learning is an integral component of the University of Botswana’s teaching and learning culture, however, teachers who are from a traditional educational system are often ill-prepared to change their role from the all-knowing “sage on the stage” who operated under the “transmission” model, to the “guide on the side” which adopts new technologies effectively for student learning. Therefore, this paper argues that one of the ways to achieve substantial pedagogical innovations is to bring a significant change in the understanding of the processes of the scholarship of teaching and learning (SoTL). This paper explores new directions for conducting scholarly activities at the University of Botswana (UB) to address the needs of today’s students, concluding with a call for a collaborative approach to teaching, research, and publishing to enhance student learning experience in diversified and socially rich collaborative learning contexts.

Opportunities and Challenges of Emerging Technologies in Higher Education

2012 ◽  
pp. 91-104
Author(s):  
P. Thomas
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Teaching And Learning ◽  
New Technologies ◽  
Learning Experience ◽  
New Technology ◽  
University Of Botswana ◽  
Increasing Demand ◽  
Pedagogical Innovations ◽  
The University

Recent unprecedented advances in digital technologies and their concomitant affordances in education seem to be a great opportunity to adequately address burgeoning demand for high quality higher education (HE) and the changing educational preferences. It is increasingly being recognised that using new technology effectively in HE is essential to prepare students for its increasing demand. E-learning is an integral component of the University of Botswana’s teaching and learning culture, however, teachers who are from a traditional educational system are often ill-prepared to change their role from the all-knowing “sage on the stage” who operated under the “transmission” model, to the “guide on the side” which adopts new technologies effectively for student learning. Therefore, this paper argues that one of the ways to achieve substantial pedagogical innovations is to bring a significant change in the understanding of the processes of the scholarship of teaching and learning (SoTL). This paper explores new directions for conducting scholarly activities at the University of Botswana (UB) to address the needs of today’s students, concluding with a call for a collaborative approach to teaching, research, and publishing to enhance student learning experience in diversified and socially rich collaborative learning contexts.

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