scholarly journals Playful Lenses: Using Twine to Facilitate Open Social Scholarship through Game-based Inquiry, Research, and Scholarly Communication

2019 ◽  
Vol 3 ◽  
pp. 5
Author(s):  
Rebecca Wilson ◽  
Jon Saklofske ◽  
The INKE Research team
Keyword(s):  
Scholarly Communication ◽  
Potential Method ◽  
Academic Disciplines ◽  
Game Based Learning ◽  
Pedagogical Tools ◽  
Subject Positions ◽  
Post Secondary ◽  
Problem Solving Environments ◽  
Basic Concepts ◽  
Complex Forms

In academic contexts, digital games are often studied as texts or are used as pedagogical tools to teach basic concepts in early education situations. Less usefully, their systems and economies are often co-opted and decontextualized in short-sighted attempts to “gamify” various aspects of learning or training. However, given that games are highly controlled, conditional, choice-and-consequence-based, problem-solving environments in which players are expected to interact with simulated settings and elements after agreeing to take on particular roles and subject positions, there are promising potential uses of these experiences in academic contexts that have not been fully considered. Motivated by the imperative to explore alternative modes and methods of scholarly research and communication, and guided by the values of open social scholarship practices, this paper reconsiders games not as things to study, but as instruments to study with. Given that games can function as simulations, models, arguments and creative collaboratories, game-based inquiry can be used as a potential method of post-secondary and post-graduate humanities research and scholarly communication. While these ideas have been explored in a preliminary way in relation to a number of different academic disciplines (Donchin 1995; Boot 2015; Mitgutsch and Weise 2011; Westecott 2011) this paper is meant to catalyse a humanities-calibrated consideration of the pragmatics and potentials of game-based research, games as instances of critical making and scholarly communication, and more complex forms of game-based learning than those currently practiced. A number of examples that make use of the open source Twine platform will be featured.

Entertainment Video Games for Academic Learning: A Systematic Review

2022 ◽  
pp. 073563312110538
Author(s):  
Léa Martinez ◽  
Manuel Gimenes ◽  
Eric Lambert
Keyword(s):  
Systematic Review ◽  
Video Games ◽  
Foreign Language ◽  
Academic Disciplines ◽  
Video Gaming ◽  
Academic Learning ◽  
Game Based Learning ◽  
Young Audiences ◽  
Cognition And Learning ◽  
Almost All

Entertainment video games are very popular among young audiences. Nevertheless, despite their potential to improve cognitive functioning, they are still studied rarely as a tool for digital game-based learning. To better understand video gaming practices’ value in the classroom, this article provides a systematic review of literature on the effect of entertainment video games on academic learning. Our literature search yielded 49 relevant intervention studies published between 2005 and 2019 that integrated entertainment video games into academic curricula from preschool to college. Our review revealed that entertainment video games can be an effective educational tool and are beneficial in almost all academic disciplines, particularly in foreign language and science. However, research on entertainment video gaming’s effects on academic learning is still not extensive enough and remains mostly qualitative. Future studies need to provide a quantitative approach to complete and confirm already-existing literature, particularly in the environmental and social sciences, physical education, and programming. Given entertainment video games’ popularity and benefits on cognition and learning, it seems essential to investigate their practical value further in the education sector and to determine the mechanisms that mediate their effects on academic learning.

Paris Message: One University’s Response

2021 ◽  
pp. 002205742110545
Author(s):  
Richard Allan Bair ◽  
Rebecca MacMillan Fox ◽  
Beth Teagarden Bair
Keyword(s):  
Course Design ◽  
Significant Rise ◽  
Academic Disciplines ◽  
Online Learners ◽  
Call To Action ◽  
Post Secondary ◽  
Current State ◽  
Policies And Procedures ◽  
The University ◽  
And Training

This article looks at the projections on the current state of the world’s post-secondary education and a prediction of what will need to be addressed and in place by 2030, in order to prepare for a significant rise in student enrollment. UNESCO presented governments and higher education institutions with a call to action to implement policies and procedures to provide accessible, equitable, and quality education via digital technology. This paper discusses the various actions the University of Miami put in place as a global provider of education and training to all learners including transitioning to micro-credentials, cultural understanding workshops, course design for academic disciplines, and engaging adult online learners.

The Visual Turn in Sport History

2017 ◽  
Author(s):  
Mike O’Mahony
Keyword(s):  
Visual Culture ◽  
Media Studies ◽  
Art History ◽  
Academic Disciplines ◽  
Sport History ◽  
Wide Range ◽  
Film And Media Studies ◽  
Visual Artifacts ◽  
Complex Forms ◽  
Visual Materials

The representation of sport in visual culture has generated a valuable research resource that, until recently, has been underutilized and undertheorized. Recent interventions, drawing on developments within other academic disciplines including art history, film, and media studies have, however, opened up opportunities for sport historians to engage with a wide range of sport-related visual artifacts. This chapter offers insights into how sport historians can effectively engage with this wide range of visual material. It deploys specific case studies to reveal potential opportunities and strategies to enable sport historians to treat visual materials as complex forms of documentation that can thus enhance an engagement with the complexities of sport’s past and present. It also reflects on how the recent expansion of the sport museum as a repository for, and means of displaying, this material provides a context for the future expansion of sport history studies into the field of visual culture.

scholarly journals Honoring Languages: Review of Creole Composition: Academic Writing in the Anglophone Caribbean

2021 ◽  
Vol 2 (1) ◽  
pp. 59-67
Author(s):  
Pauline Baird
Keyword(s):  
Academic Writing ◽  
Composition Pedagogy ◽  
Rhetoric And Composition ◽  
Academic Disciplines ◽  
Academic Literacies ◽  
Post Secondary ◽  
Caribbean Students ◽  
Anglophone Caribbean ◽  
Street People ◽  
Institutions Of Higher Learning

In traditional Caribbean villages, the bell crier made important announcements from street to street. People listened and carried the news further. Like the proverbial bell crier, Milson-Whyte, Oenbring, and Jaquette, along with fourteen contributors announced “We are here. And we doin’ dis—‘write [ing] our way in” to academic spaces (Creole Composition, 2019, p. x). Creole Composition provides current perspectives on post-secondary composition pedagogy, academic literacies, and research across multiple academic disciplines. Indeed, this intersectionality addresses Browne’s (2013) argument that Caribbean vernacular orientations and practices fly beneath the radar of the discipline of Rhetoric and Composition. Caribbean institutions of higher learning must embrace Caribbean students’ creole-influenced languages.

scholarly journals Exploring the Experiences of Linguistically Diverse College of Education Student Writers

2014 ◽  
Vol 11 (3) ◽  
pp. 115-126
Author(s):  
Katya A. Karathanos ◽  
◽  
Dolores D. Mena ◽  
Keyword(s):  
English Language Learners ◽  
Academic Writing ◽  
English Language ◽  
Linguistically Diverse ◽  
Language Learner ◽  
Academic Disciplines ◽  
Education Student ◽  
Secondary English ◽  
Post Secondary ◽  
Transition From High School

Many linguistically diverse students at the post-secondary level have difficulty with academic language skills that are important to their success in content-area university courses. Although programs have been established to help English language learners (ELLs) transition from high school to college, little attention has been given to how students are supported in their college or university academic classes. In this paper, we present research results based on a survey administered to students enrolled in educationbased programs exploring their perspectives on instructional feedback provided by university faculty on their academic writing. We present quantitative and qualitative findings from this survey with related recommendations for how faculty can infuse strategies in their instruction to assist ELL students who struggle with aspects of their academic writing. Findings from this research have important implications for colleges and universities in meeting the diverse needs of a growing post-secondary English language learner student population enrolled in content courses across academic disciplines.

scholarly journals More Than a Checklist: Meaningful Indigenous Inclusion in Higher Education

2016 ◽  
Vol 4 (1) ◽  
pp. 77-91 ◽  
Author(s):  
Michelle Pidgeon
Keyword(s):  
Higher Education ◽  
Indigenous Knowledge ◽  
Economic Status ◽  
Academic Disciplines ◽  
Aboriginal Peoples ◽  
Post Secondary ◽  
Canadian Higher Education ◽  
Indigenous Nations ◽  
Statistics Canada ◽  
Ways Of Being

Since the 1970s there has been increased focus by institutions, government, and Indigenous nations on improving Aboriginal peoples participation and success in Canadian higher education; however disparity continues to be evident in national statistics of educational attainment, social determinants of health, and socio-economic status of Aboriginal compared to non-Aboriginal Canadians. For instance, post-secondary attainment for Aboriginal peoples is still only 8% compared to 20% of the rest of Canada (Statistics Canada, 2008, 2013). A challenge within higher education has been creating the space within predominately Euro-Western defined and ascribed structures, academic disciplines, policies, and practices to create meaningful spaces for Indigenous peoples. Indigenization is a movement centering Indigenous knowledges and ways of being within the academy, in essence transforming institutional initiatives, such as policy, curricular and co-curricular programs, and practices to support Indigenous success and empowerment. Drawing on research projects that span the last 10 years, this article celebrates the pockets of success within institutions and identifies areas of challenge to Indigenization that moves away from the tokenized checklist response, that merely tolerates Indigenous knowledge(s), to one where Indigenous knowledge(s) are embraced as part of the institutional fabric.

Measuring Research

2018 ◽  
Author(s):  
Cassidy R. Sugimoto ◽  
Vincent Larivière
Keyword(s):  
Peer Review ◽  
Research Evaluation ◽  
Research Output ◽  
Scholarly Communication ◽  
Academic Disciplines ◽  
Publish Or Perish ◽  
Scholarly Output ◽  
Emerging Issues ◽  
The Many ◽  
The Impact

Policy makers, academic administrators, scholars, and members of the public are clamoring for indicators of the value and reach of research. The question of how to quantify the impact and importance of research and scholarly output, from the publication of books and journal articles to the indexing of citations and tweets, is a critical one in predicting innovation, and in deciding what sorts of research is supported and whom is hired to carry it out. There is a wide set of data and tools available for measuring research, but they are often used in crude ways, and each have their own limitations and internal logics. Measuring Research: What Everyone Needs to Know® will provide, for the first time, an accessible account of the methods used to gather and analyze data on research output and impact. Following a brief history of scholarly communication and its measurement — from traditional peer review to crowdsourced review on the social web — the book will look at the classification of knowledge and academic disciplines, the differences between citations and references, the role of peer review, national research evaluation exercises, the tools used to measure research, the many different types of measurement indicators, and how to measure interdisciplinarity. The book also addresses emerging issues within scholarly communication, including whether or not measurement promotes a "publish or perish" culture, fraud in research, or "citation cartels." It will also look at the stakeholders behind these analytical tools, the adverse effects of these quantifications, and the future of research measurement.

scholarly journals Distance Learning: The Case of Political Science

2000 ◽  
Vol 8 ◽  
pp. 27 ◽  
Author(s):  
Steffen Schmidt ◽  
Mark C. Shelley ◽  
Monty Van Wart ◽  
Jane Clayton ◽  
Erin Schreck
Keyword(s):  
Distance Learning ◽  
Political Science ◽  
Department Chairs ◽  
Learning Technologies ◽  
Academic Disciplines ◽  
Future Research ◽  
Market Demand ◽  
Post Secondary ◽  
Faculty Knowledge ◽  
Distance Learning Technologies

This article reports the results from a national survey directed to the department chairs of political science to assess the current and future state of distance learning in that discipline. The insights of this research are relevant to all social science fields and offer important insights to other academic disciplines as well. Key findings of the study include the low utilization of distance learning courses, a low degree of importance currently attributed to distance learning and modest expectations of future growth, ambivalent acceptance of a future role for distance learning, the common use of Internet-related technologies, low levels of faculty knowledge and interest about distance learning, limited institutional support, and serious doubts about the appropriateness and quality of instruction at a distance. We propose a model of the size and scope of distance learning as a function of three factors: the capacity of distance learning technologies, market demand, and faculty and university interest in distance learning. The article concludes with suggestions of critical areas for future research in this dynamic, fluid post-secondary environment.

scholarly journals Campus Attitudes Toward Academic and Social Inclusion of Students with Intellectual Disability

2021 ◽  
Author(s):  
Douglas Carothers ◽  
Hasan Aydin ◽  
Clarisse Halpern
Keyword(s):  
Intellectual Disability ◽  
Social Inclusion ◽  
Academic Discipline ◽  
College Attendance ◽  
Academic Community ◽  
Academic Disciplines ◽  
Future Research ◽  
Post Secondary ◽  
Positive Attitudes ◽  
Attitudes Toward Students

Empirical evidence suggests that college attendance by students with intellectual disability (ID) results in numerous short- and long-term academic and social benefits. However, insufficient literature has explored the attitudes of constituent groups of universities toward the social and academic inclusion of students with ID before introducing these students to educational programs on campus. This paper reports on the results of a survey applied to administrators, faculty, staff, and students of a Southeastern public university to examine their attitudes toward students with ID in college academics and social activities on campus. The differences in attitudes were also examined based on the participants’ academic discipline, gender, and role within the academic community. The results indicate that all constituencies on campus had positive attitudes toward the participation of students with ID in college academics. However, significant differences were found based on their academic disciplines; participants from the College of Education had the most positive attitudes, while those from the College of Business had the least positive responses. Recommendations for future research are included. The article emphasizes the benefits of planning inclusive post-secondary programs to include students with ID and create a welcoming education environment to provide the best possible education to all students.

Methodology of scientific research (in course and final qualifying works)

2019 ◽  
Author(s):  
Галина Боуш ◽  
Galina Boush ◽  
Владимир Разумов ◽  
Vladimir Razumov
Keyword(s):  
Scientific Research ◽  
Theory And Practice ◽  
Academic Disciplines ◽  
Categorical Methods ◽  
Basic Concepts ◽  
Formulation Of Problems

Contains the theory and practice of the methodology of scientific research: choice of topic, justification of the relevance, the formulation of problems and hypotheses, development of the program and methodology the research, a description of the results. Includes categorical methods. Set out the history, diagram, basic concepts, terms and logic of the application, the heuristic. Examples and practical tasks are given; control questions; literature. Meets the current requirements of the GEF EAP. For bachelors, specialists, masters of all areas of training, teachers of the course "Methodology of scientific research" and related academic disciplines, subject teachers, researchers.

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