Real-Life Contexts in Learning Games

2018 ◽  
Vol 8 (4) ◽  
pp. 18-31
Author(s):  
Alex Moseley

The use of real contexts in learning has been of central interest to educational developments such as experiential learning, case studies, work placements and simulations. They centre around the benefits of putting students in realistic situations, using real tools to solve real/realistic problems. A growing number of learning games are making use of context in this way: initially focused around serious games (many close in character to simulations) and most recently distilled into immersive and pervasive games, which mix real and imagined contexts for apparently deep learning experiences. This article reviews the existing literature around the use of context in learning, considers the applicability to learning games, and proposes new theoretical developments through the consideration of four models for the integration of context into learning experiences, based on a typology of existing contextual learning experiences and games. To illustrate the models and begin to strengthen the typology, a number of existing case studies are referenced, and further research needs highlighted.

2022 ◽  
Vol 12 (1) ◽  
pp. 1-22
Author(s):  
Tanja von Leipzig ◽  
Eric Lutters ◽  
Vera Hummel ◽  
Cornè Schutte

Dynamic personalization of learning trajectories that integrate different perspectives and variable scenarios is a viable way to improve the effectiveness and efficiency of training and education. Serious games offer a designated platform for this, by aggregating learner interactions, and using these to dynamically configure, adjust and tailor the game to individuals and contexts. An architecture is presented to support the creation of serious games for specific scenarios, in a faster, more effective and efficient manner. Following a research-by-design approach, the architecture is simultaneously developed and applied in case studies, with the experiences infused as enhancements for subsequent design iterations.


Author(s):  
Joanne Lavin ◽  
Xin Bai

This chapter describes the authors effort to develop and pilot prototypes of 3D case studies in Second Life for authentic interdisciplinary learning experiences in the health and allied health professions. It explores 3D technologies that rely on rich visual affordances and specialized knowledge for meaningful simulations of clinical spaces. The pilot results suggest 3D case studies appear to be an exciting, promising, affordable pedagogy to engage students in analyzing a real life situation. Here, the authors emphasize what they think is unique about this project: 1) it fostered interdisciplinary knowledge construction; 2) it was piloted with a quasi-experimental design with random assignment; and 3) it included data of attitudinal and cognitive measures.


Author(s):  
فتحي بن جمعة أحمد

ملخص البحث تعدّ هذه المحاولة في دراسة مجالات التفسير الموضوعي ومنهجية البحث فيه  مفتاحا لبعض القضايا المتعلقة بالموضوع، ومدخلا لدراسة التفسير الموضوعي يسهل على طلاب العلم والباحثين فهم كلام الله، وتدبر معانيه، والاهتداء به، والقيام ببحوث تطبيقية في مجالات التفسير الموضوعي. فقد بينت أن مجالات البحث في التفسير الموضوعي أربعة وهي البحث في المصطلح، والموضوع، والمحاور، والوحدة الموضوعيّة في السورة القرآنيّة. وقد أكدت أن البحث في محاور القرآن الكريم من مجالات البحث في التفسير الموضوعي التي لم تحظَ باهتمام الباحثين، ثم توسعت في سوق الأدلة والبراهين الدالة على أن الوحدة الموضوعية للسورة القرآنيّة مجال أساس من مجالات البحث في التفسير الموضوعي الذي لا ينبغي إغفاله، وإهمال شأنه. ثم بحثت في موضوع منهجيّة البحث في التفسير الموضوعي، ونظراً للخلط أوالاضطراب الذي بدا لدى بعض الباحثين في هذا الصدد، وضحت المقدمات المنهجيّة العامة الضرورية للبحث في التفسير الموضوعي ثم حاولت رسم الإطار التصوري والمنهجي العام والضوابط الأساسية التي يجب أن يتبعها الباحث إذا أراد الكتابة في التفسير الموضوعي. ثم بيّنت الخطوات الأساسيّة للبحث في التفسير الموضوعي ومنها حرية الباحث في اختيار موضوع بحثه والاطلاع على أكبر عدد ممكن من التفاسير بمختلف أنواعها مع الاستفادة من التراث البشري في حقول المعرفة المتنوعة على أن تكون الهيمنة للقرآن أولا وأخيرا على الكتب الأخرى والنظريات البشرية. الكلمات الرئيسة: القرآن، تفسير، موضوعي، مجالات، منهج. Abstract This article is an attempt to address the issue of the scopes and research methodology in the thematic commentary of the Holy Qur’Én. It could be considered as an introductory work for students and researchers who are interested in this field of research which will help them develop a good understanding of the meanings and teachings of the Qur’Én and its application to the real life. It may also help them undertake case studies and research in the field of thematic commentary of the Qur’Én. It has been explained in the article that the scope of the thematic commentary of the Qur’Én includes four areas; i.e. the concept, the topic, the central themes and the thematic unity of the SËrah/Chapter. The article gives a special emphasis on the study of the Qur’Énic central themes as it was overlooked by some researchers. It also provides a systematic investigation on the thematic unity of the SËrah/Chapter and considers it a significant area of research in the thematic commentary of the Qur’Én. The article also addresses the issue of the research methodology in the field of the thematic commentary of the Qur’Én. In this regard, the author highlights the principles, conditions and framework for undertaking research projects in this field of study and explains the major steps that should be followed in the execution of the research. These steps include freedom of choosing the research topic, freedom of benefitting from different types of tafsÊr (interpretation of the Qur’Én) works and schools and benefitting from the human heritage in different fields of knowledge, provided that the Qur’Én should have controlling power on other books and human theories.   Key Words: The Qur’Én, TafsÊr, Thematic, Scopes, Methodology. Abstrak Artikel ini ialah satu percubaan menangani isu  skop dan metodologi penyelidikan dalam tafsiran Al-Qur’Én Holy mengikut tema. Ia boleh dianggap sebagai satu kajian permulaan untuk pelajar-pelajar dan sarjana-sarjana yang meminati bidang ini penyelidikan yang akan membantu mereka merangka satu pemahaman yang baik tentang makna-makna dan ajaran-ajaran Qur’Én dan perlaksanaannya dalam kehidupan sebenar. Ia mungkin juga  dapat membantu mereka menjalankan kajian kes dalam bidang penyelidikan tafsiran Al-Qur’Én mengikut tema. Artikel ini akan menjelaskan  skop tafsiran Al-Qur’Én mengikut  tema ini merangkumi empat bidang:  konsep tafsiran mengikut tema, topiknya, tema-tema kecil dan tema umum Surah Al-Qur’Én. Artikel ini memberi satu penekanan khas pada kajian tafsiran Al-Qur’Én mengikut  tema kerana ia agak kurang mendapat perhatian beberapa penyelidik. Ia juga menampilkan satu kajian sistematik pada pemahaman tema Surah dalam Al-Qur’Én dan menganggapnya satu bidang penyelidikan penting dalam kajian tafsiran Al-Qur’Én mengikut tema. Artikel juga memberikan perhatian kepada bidang metodologi penyelidikan terhadap usaha tafsiran Al-Qur’Én secara bertema. Dalam hal ini, pengkaji akan menonjolkan prinsip-prinsip, syarat-syarat dan rangka kerja untuk projek-projek projek penyelidikan dalam lapangan ini dan menerangkan langkah-langkah utama yang harus diikuti dalam pelaksanaan penyelidikan yang berkenaan. Lang-langkah ini termasuk kebebasan memilih tajuk penyelidikan, kebebasan dalam mengambil  manfaat daripada jenis-jenis tafsiran Qur’Én yang berbeza serta sekolah-sekolah pemikiran yang berbeza dalam aliran tafsir serta rangka bagaimana memanfaatkan warisan tamadun manusia berlandaskan ajaran Al-Qur’Én. Kata Kunci: Al-Qur’Én, TafsÊr, Tema, Bidang-bidang, Metodologi.


2004 ◽  
Vol 28 (3) ◽  
pp. 102-104 ◽  
Author(s):  
Reem Rachel Abraham ◽  
Subramanya Upadhya ◽  
Sharmila Torke ◽  
K. Ramnarayan

Medicine is an applied science, interpreting evidence and applying it to real life by using clinical reasoning skills and experience. COPT (clinically oriented physiology teaching) was incorporated in physiology instruction aiming to relate the study of physiology to real-life problems, to generate enthusiasm and motivation for learning, and to demonstrate the vocational relevance of physiology among students by integrating clinical experience with teaching. COPT consisted of two elements: 1) critical-thinking questions (CTQ) and 2) clinical case studies. After a few topics were taught, CTQ and case studies were given as an assignment. Answers were discussed in the next class. Two exams, each of which contained CTQ and recall questions, were conducted, one before ( exam 1) and one after ( exam 2) the implementation of COPT. Analysis of student performance in the examinations revealed that the students did better in exam 2 ( P < 0.0001). Feedback from students indicated that this method was useful and challenging.


2021 ◽  
Vol 58 (4) ◽  
pp. 142-157
Author(s):  
Andrea Lavazza ◽  
Mirko Farina ◽  

The current Covid-19 pandemic is illustrative of both the need of more experts and of the difficulties that can arise in the face of their decisions. This happens, we argue, because experts usually interact with society through a strongly naturalistic framework, which often places experts’ epistemic authority (understood as neutrality and objectivity) at the centre, sometimes at the expenses of other pluralistic values (such as axiological ones) that people (often non-experts) cherish. In this paper, we argue that we need to supplement such a strong naturalistic framework used to promote epistemic authority with a number of virtues -both intellectual and ethical- which include i. intellectual humility, ii. courage, iii. wisdom and cares, as well as iv. relational autonomy. To illustrate this claim, we discuss these ideas in the context of the Covid-19 pandemic and analyse a set of real-life examples where important decisions have been delegated to experts merely based on their epistemic authority. We use the illustrative failures described in the case studies above-mentioned to call for a revision of current understandings of expertise (merely based on epistemic soundness). Specifically, we argue that in social contexts we increasingly need “experts in action”; that is, people with certified specialist knowledge, who can however translate it into practical suggestions, decisions, and/or public policies that are ethically more balanced and that ultimately lead to fairer, more inclusive, and more representative decisions.


2018 ◽  
Vol 25 (4) ◽  
pp. 940-950
Author(s):  
Thomas Ren

Purpose The purpose of this paper is to examine whether there is a meaningful difference, viewed from a financial perspective, in distinguishing between organised crime and terrorist organisations, with regard to the control and mitigation of the threats that they pose to society. Design/methodology/approach The paper uses conceptual models obtained from enterprise theory and economics, as well as criminology, and makes use of case studies through the application of these models. Findings The paper finds that when viewed from a financial perspective, there is no meaningful difference in distinguishing between the groups because many have undergone processes of convergence and transformation, such that they assume each other’s operational and motivational characteristics. However, the answer also depends on how precisely one defines each type of illicit group as well as the transitions they undergo. Originality/value The value of this paper is that it applies two separate models on interactions between organised crime and terrorist organisations, the terror–crime continuum and interaction spectrum, to real life situations. After assessing their validity for more recent examples of such illicit groups, it then provides a balanced argument as to distinguishing between organised crime and terrorism. One limitation towards the paper’s originality, however, is that it draws mainly from pre-existing literature.


2012 ◽  
Vol 7 (2) ◽  
pp. 45-55
Author(s):  
Jorge Luis Espinoza Campos

Creating our own teaching philosophy statement is an innovative practice, and it should be a meaningful part for teachers since it states the learning experiences, goals, beliefs, level of professionalism and self development among many other elements. Some teachers usually write a teaching philosophy statement just to carry out a school assignment or to complete their résumé. However, in real life, teachers do not often implement all the nice ideas that are stated in their teaching philosophy statement. The goal of this paper is to make EFL teachers reflect on the importance of developing this practice in the foreign language teaching field to show their learning and growth throughout time.


Author(s):  
Sergio ALTOMONTE ◽  
Flávia BUKZEM ◽  
Rafael CAMPAMÀ PIZARRO ◽  
Donatienne CARMON ◽  
Giovanni CIAMPI ◽  
...  

This report presents lessons learned from twenty-five worldwide real-life case studies implementing the integration of daylighting and electric lighting. The case studies were monitored with respect to energy use for lighting, visual performance, non-visual performance, and users’ satisfaction. The monitoring is largely based on field measurements, but it is also complemented with simulations and calculations where needed.


Sign in / Sign up

Export Citation Format

Share Document