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References about ways in which games may support formal and informal learning, in addition to guidelines for capitalizing on learning opportunities within games

www.dlib.org/...02kirriemuir.html - Preview

e-learning collaboration community IDGBL_MS game

www.wired.com/...learn.html - Preview

e-learning virtual_world IDGBL_MSc social community game

Notions:
motivation, game, learning, design-based, social, participation, collaboration, context, brand

Division playing-learning in elementary school

List of principles of design-based research

1. Quest Atlantis as an example of design-based research

3D virtual world where children perform educational activities (Quests) through their avatar (powerful motivator contributing to their sense of self)
Though connected to academic standards, Quests are rooted in our social commitments and framed by children's interests

2. The design evolves

The importance of the backstory in relation to the defined practices of community members and the attributes that create a product identity and culture
In addition to mandatory acitivites, students voluntarily completed additionoal ones.
Thanks to the game, students began to have an appreciation for the subject areas relation to their own lives (unlike before the game). Participation in the game increased their academic efficacy.

3. Learning Engagement Theory

The 3 dimensions of Learning Engagement Theory: learning, playing and helping (motivation is at their intersection)

QA shows evidence that academic learning was occuring alongside or in the process of playing and helping.
Hard work should and can occur in the context of an activity to which the student is already engaged.
Joy and meaning: integral elements of the framing of curricular activities

4. Motivation as a complex process

Consensus regarding the belief that extrinsic incentives (rewards) undermine intrinsic motivation
Both extrinsic and intrinsic motivation steadily decline over grades 3 through 9
By over-valuing product and under-valuing the rich processes of learning, the joy, fun, challenge and meaning have in part been stripped out of educational activity

Motivational elements: game challenge, stimulating curiosity, sense of control, fantasy of the game, identity presentation, social relations, playing, learning, achievement, helping, reward, immersion, uniqueness and creativity

Importance of context

dialnet.unirioja.es/...articulo - Preview

e-learning tool design social community virtual_world context ULOE_MSc self

Very interesting article about all forms of collaboration and social activities in World of Warcraft

portal.acm.org/citation.cfm - Preview

e-learning IDGBL_MSc collaboration social community

Notions:
science inquiry, World of Warcraft, virtual world, social, peer, community, society

A MUST READ

Research on game-based learning indicate that such technology and communities may be one alternative - not as a substitute for teachers and classrooms, to textbooks and science labs.

"Science is built up of facts, as a house is built of stone; but an accumulation of facts is no more science than a heap of stones is a house"
This paper presents empirical evidence about the potential of games for fostering scientific practices which is different from content knowledge per se:

1. scientific discoursive practices
2. systems- and models-based reasoning
3. tacit epistemology

See paper for more details about findings

** Read implications and discussions section **

- An overwhelming majority of conversation is dedicated to productive forms of discussion and problem solving
- The predominant epistemology is evaluative (appropriate to science reasoning) which differs significantly from that of other cultural norms, including that of the typical American classroom.
- Solutions developed by one person are referenced, debated, and built upon by masses of other participants, not merely a handful of designated experts
- In a school system sometimes side-tracked by testing regimes that pressure teachers and students to focus on only a narrow range of topics, popular culture contexts such as these might be a nice complement to classrooms
- Demonstrating that game communities such as those in WoW engage in important forms of science literacy again raises the specter of a new form of digital divide — one not between the have and have-nots, but between the do and do-nots
- We should actively seek out ways to build bridging third spaces between school and home that incubate forms of academic play such as those studied here. In so doing, we might address both growing digital divides at once

209.85.229.132/search - Preview

e-learning IDBGL_MSc social peer community virtual_world society

It looks like a fantastic reference about MMORPG for students (and others): there's lots of reasearch data papers available and it is wide ranging in scope.
See the project's gateway for overview: http://www.nickyee.com/daedalus/gateway_intro.html
Recommended by Anna Elliott who is head of a guild in WoW

www.nickyee.com/daedalus - Preview

e-learning IDGBL_MSc virtual_world social community reference

Notions and references:
isolation, community, 'insider', 'outsider'
References about sense of isolation
References about synchronous and asynchronous communications

Isolation or the feeling of aloneness that many students may feel is the hardest symptom for educators to combat

This issue of isolation is ‘an important criterion for student satisfaction’ with the web-based online course

It is important that educational bodies and educators appreciate that effective support may be given to distant online learners by the implementation of, and adherence to, appropriate communication protocols

The level of trust between all involved in the educational process has to be high if a sense of community is to develop.

With the text-based communication that occurs in the online learning community, it can be easy for that text to be misinterpreted (Curtis & Lawson, 1999) due to the lack of visual expressiveness by the participants involved.

The use of synchronous chat rooms as a means of fostering communication and interaction between lecturers and the students in the online course

www.ifets.info/index.php - Preview

e-learning IDEL_MSc social community self

www.rezed.org - Preview

e-learning virtual_world community resource

Notions:
online, design, constructivism, collaboration, peer, social, community, context, reflection, feedback
References to course evaluation survey

Curricula customised to learners' prior knowledge, teaching strategies tailored to background and responses, open-ended questions that promote extensive dialogue among learners
Authentic tasks, reflective practice, collaborative construction of knowledge through negotiation

Extensive course planning is needed

Students use technology to articulate knowledge, reflect on learning, support meaning making, construct personal representations and mindful thinking

Distance education can be as effective as traditional education when appropriate methods, peer-interaction, timely teacher feedback

Elements that need careful consideration:

1. Presentation of content
Variety of multimedia resources, supportive course overview or welcome page

2. Interactions
Instruction should be design-driven and planned. Topic-based discussions, peer-critique and role-playing. Immediate communication behaviours. Role of instructor varies from content authority to facilitator.
Graded discussions result in stronger participation and sense of community. Socialising.

3. Individual and group activities
Balance between individual work, class discussions (skillfully facilitated so as to trigger self-directed learning and collaboration) and group work.
Group work:
- positive interdependence among learners
- regular group self-evaluation
- behaviours promoting each member's learning
- individual accountability and personal responsibility
- frequent use of social skills
Role of instructor

4. Assessment
Multiple forms of assessment (with some negotiation): discussions, tests, portfolios, individual and group projects
Peer-evaluation, timely feedback
Course evaluation to improve it (references given)

www.sciencedirect.com/science - Preview

e-learning design ECDEL_MSc peer collaboration social community context reflection feedback

Notions:
collaboration, constructivism, course design, threshold concept, dissonance, ways of thinking and practicing, tunnel vision, transfer, episteme, active learning

See also Bransford et al 2000

Constructivism as a toolkit rather than a credo

The social and creative elements can contribute richly to learning but they aren't as constitutive to constructivism as active learning

Constructivism more time-consuming and cognitively demanding than "transmission", while not always effective (performance-oriented learners)

Good teachers know what knowledge is troublesome and draw constructivist approaches to address it

Five sorts of troublesome knowledge: ritual, inert, conceptually difficult, foreign and tacit knowledge

- Make knowledge meaningful
- Good mastery, diverse practice and mindful abstraction
- Active problem-solving with knowledge connected to learners' world
- Active problem-solving where concepts are acquired through medium-scale project
- Confront students with discrepancies in their initial theories
- Introduce learners to metaphors or have them invent their own
- Exploration and model building before presenting the official story
- Ientify and elaborate alternative perspectives
- Debates requiring reprensenting differnet viewpoints
- Role playing that requires learners to get into mindsets different from their own
- "Surfacing and animating" tacit assumptions
- Authentic problem-based learning that foreground the game of the discipline
- Surfacing the game through analytic discussion and deliberate practice
- Combination of self-management and explicit modeling

Much of what is difficult about concepts concern the conceptual games around them

Threshold concepts change learners' ways of perceiving and thinking

Learning the language of the discipline involves threshold-like transitions, as do the discipline’s ways of thinking and practising (episteme)

Providing proof machines

Try various constructivist approaches. If not particularly troublesome, teaching by telling may be sufficient

www.informaworld.com/...tent=a755535048~tab=references - Preview

e-learning design ECDEL_MSc social collaboration community context

Notions:
technology, distributed knowledge, situated learning, information-age, lifelong learning, information overload, communities, approach

Attributes reflecting the information-age mindset:
1. Computers aren't technology (if technology is anything that isn't around when you you're born")
2. Internet better than TV
Opportunities to engage with ideas. Finding quality information we seek is not easy.
3. Reality no longer real
Data-manipulation means that photography can no longer be trusted. Nor can interlocutors identities and communications' content.
4. Doing rather than knowing
More diverse students who constantly need to update their skills.
5. Nintendo over logic
Trial and errors which used to be expensive are now the norm. This raises questions. Balance needed between didactic and discovery approaches
6. Multitasking way of life
Information overload
7. Typing rather than handwriting
Some children can't even write. Extension of memories. The power behind typing is important.
8. Staying connected
Value network increases as the number of users grow. Where one works/studies will be determined by many different factors.
9. Zero tolerance for delay
With emails has come the feeling that we need to respond. But we can also store and retrieves messages until we're ready to do it.
10. Consumer/creator blurring
"Rather than rewrite what I've found on a website, can I just put in the link and you can read the original?". Open-source movement also blurs the relationship.

Until the nature of the educational relationships change, we won't realize the full value of the communication, and information technology investments that we are making today
A challenge is to introduce new approaches that prepare students to integrate their personal aspirations, career goals, and educational experiences over their lifetimes
The individual will have opportunities to grow through and benefit from extensive alumni and professional networks.
Distributed education will become natural
Instructor: a more Socratic role
Peer-feedback

connect.educause.edu/...40216 - Preview

e-learning ULOE_MSc context social community collaboration

Notions:
accessibility, assessment, design, attitudes, tool, participation, élitism

A MUST

Under-representation of people with disabilities in HE is the consequence of attitudinal and environmental barriers, within and external to higher education

Little understanding about how disabled students experience assessment nor of its effects on them

Assessment practices are designed, picked from a huge amount of alternatives. Yet, they don't take account of the variety of ways people learn

Participants in the study had by far the most difficulties in the domain of attitudinal change

Final exams, build-in environment and getting lecture notes are particularly problematic
Competitive individualism intrinsic to an assessment structure: a way of excluding disabled students and an anti-learning mechanism

The removal of a practice (note provision) from its proper structural position to the position of a private ‘grace and favour’ arrangement reinforces perceptions of disabled students as objects of charity and nuisances

Assistive technology

Dyslexia sometimes perceived as a strategy to confer unfair advantages

** List of strategies participants used to cope **

Limited range of assessment practices
Assessment always leads to learning: What kind of learning?
Alternative assessment
Taken-for-granted nature of the assessment mode makes it easy to explain under/achievement in terms of individual deficit rather than unjust and partial practice
Emphasing understanding rather than rote learning would be more appropriate with HE's goals

The excellence movement in education is fundamentally concerned with "how to exclude rather than with how to include"

** 5 ways to improve formative assessment are listed **

More inclusive assessment practices would be of benefit to all
The creative and inclusive nature of assessment developments in the special education sector has much to contribute to mainstream education practices

Reappraisal of scholarship to include not just the traditional research model

www.springerlink.com/...l041x0353305866t - Preview

e-learning design assessment OA_MSc accessibility tool social community

Notions:
social theory, learning, social participation, identity, communities of practice, community, meaning

NOT WELL UNDERSTOOD

The author proposes social theory as a new learning theory based on a few assumptions:
- we are social beings
- knowledge is a matter of competence with respects to valued enterprises
- knowing is a matter of participating in the pursuit of such enterprises (active engagement in the world)
- meaning is what learning is to produce

The focus of this theory is on learning as social participation (active participants in practices of social communities and constructing identities in relation to them)

Components integrated in such theory: meaning, practice, community, identiy

Communities of practice are everywhere (formal, informal, ...): this concept is a thinking tool.

Placing the focus on participation has broad implications for what it takes to understand and support learning

Learning happens all the time, as part of our participation through communities of practice.

The concepts we use to make sense of the world direct both our perceptions and our actions

Modern societies have come to see learning as a topic of concern: we want to do something about it

A key implication of our attempts to organise learning is that we must become reflective with regards to our own discourses of learning and to their effects on the way we design for learning

A perspective is a guide about what to pay attention to, what difficulties to expect and how to approach problems

Ex: if we believe that knowing involves primarily participation in social communities, then the traditional format of learning (lectures) doesn't look productive
The design of our institutions dont't fit our social theory of learning.

A social theory is also relevant to our daily actions, ... and the educational systems we design

books.google.fr/books - Preview

e-learning social community ULOE_MSc self design

Notions:
situated learning, context, identity, legitimate peripheral participation

Learning viewed as situated has as its central defining characteristic a process that we call "legitimate peripheral participation"

http://en.wikipedia.org/wiki/Legitimate_peripheral_participation

1. From apprenticeship to situated learning

The concept of situated activity they were developing took on the proportions of a general theoretical perspective.
That perspective meant that there is no activity that is not situated: what is called general knowledge, can only be gained in specific circumstances and must be brought into play in specific circumstances

2. From situated learning to legitimate peripheral participation

(situated learning appearing as a transitory concept)

In their view, learning is not merely situtated in practice. Learning is an integral part of generative social practice in the lived-in-world
Legitimate peripheral participation is proposed as a descriptor of engagement in social practice that entails learning as an integral constituent

(discussion of the terms used in the expression "legitimate peripheral participation")

3. An analytic perspective on learning

4. With legitimate peripheral participation

Several reasons led the authors to stay clear of the problem of school
LPT isn't itself a pedagogical form, much less a pedagogical strategy or a teaching practice. It's an analytical viewpoint on learning, a way of understanding learning
Indeed, this viewpoint makes a fundamental distinction between learning and intentional instruction

Undoubtedly, the analytical perspective of LPT could inform educational endeavours by shedding a new light on learning processes, and by drawing attention to key aspects of learning experience that may be overlooked

books.google.fr/books - Preview

e-learning social community context ULOE_MSc self design

Vehicle for people's joy and celebration of new form of community, people connecting in forms that weren't possible before

Very expensive commercial videos being less popular than personal/community videos

Media mediates human relationships

The most commonly uploaded videos are home videos

Examples of someone starting videos about dances and after uploading it to Youtube, it gets remixed, new versions get created by all sorts of different people, all over the world and sometimes by very unexpected people (prisoners, ...)

Why?

Sense of loss of community.
Now,paradoxal: we're express individualism, independence, commercialisation and yet, we increasingly value community, relationships and authenticity highly

Youtube is at the mix of all this

He and his student participated in Youtube as part of an experiment

When you talk, you don't know the context, who you're talking to (first vlogs are hard)

Posting on Youtube is a great way to reflect and to learn about self and identity. New form of self-awareness.

Anonymity + physical distance + rare & ephemeral dialogue = hatred as public performance AND freedom to experience humanity without fear or anxiety

Paradox mentionned earlier makes us seek connection without constraint, which Youtube makes possible

You can stare at people without making them feel uncomfortable and therefore, you can see them as they really are (the person inside). People are really overwhelmed by the beauty of others in front of them

Sometimes, distance allows us to connect even more deeply than ever before

"Free hugs"

Youtube drama

Authenticity crisis: people can get fooled
Producing ourselves, re-taking identity

Using sex to game the system and prompt people into watching your videos

Many things we're doing are illegal

Tremendous conclusion

uk.youtube.com/watch - Preview

e-learning social reflection community video platform tool self

Notions:
self, identity, communication, participation, moderator, phatic signs, meta-communication, contextualising, monitoring, weaving, community, absorption

Communication seems most complete and successful where the person is physically present ‘in’ the message.

Many unfamiliar problems and possibilities:
communication anxiety, management of identity, relationship to discourse, absorption, the moderator, meta-communication and weaving.

The paucity of phatic expression in CMC amplifies certain social insecurities.

Speeding up and improving asynchronous exchanges causes unexpected distress.

When writing, it is easier to choose a tone and attitude.

Communication by computer enhances the sense of personal freedom and individualism by reducing the ‘existential’ engagement of the self in its communications

A group which exists through an exchange of written texts has the peculiar ability to recall and inspect its entire past.

Today the difference between retrieval and repetition no longer correlates neatly with the distinction between writing and speech.

** Powerful hypothesis about modern individualism holds that it grew with the emergence of printing and literacy **

The social cohesion of conferences depends not only upon the extrinsic motives participants bring from their off- line lives, but also the intrinsic motives that emerge in the course of the on-line interaction.

Absorption: sharing of purpose among people who do not form a community but have accepted a common work or play as the context for an intense, temporary relationship

CMC is a privileged technological scene where we may observe the 'atomisation of society into flexible networks of language games’.

The moderator has to work very hard at both the ‘social host’ and the ‘meeting chairperson’ roles.

Contextualising (defining the communication model) and monitoring (monitoring conformity with the communication model) roles of the moderator.

Explicit meta-communication is needed online. Weaving comments are meta-comments about the content

www-rohan.sdsu.edu/...Writworl.htm - Preview

e-learning context IDEL_MSc social community self

Notions:
sustainable assessment, lifelong, long-term, participation, community of practice, constructive alignment, feedback, peer, collaboration, formal, informal, context

HE must equip students to learn beyond the academy once it's no longer available

A few limitations of both summative and formative assessment are identified
Ability to be an effective assessor of learning is central to sustainable assessment

Assessment tasks often emphasise problem solutions rather than problem formulation
Students are discouraged from working collaboratively
A few negative influences of assessment on students' behaviours are identified
Need for learners to identify for themselves what they need to learn

Formal features can be identified in what is otherwise taken as informal learning and vice-versa
Sustainable assessment is a way of building on summative and formative assessment to foster longer-term goals

Participating in communities of practice can be a helpful way of viewing students as learners
Learning in educational settings tends to be decontextualised (stark contrast to learning in work and life)

Points to be taken into account for making assessment practices more sustainable:
- importance of a standards-based framework to enabled students to view their own work in the light of acceptable practice
- belief by teachers that all students can succeed
- belief to foster confidence about students' capacity as learners because their beliefs about this affect achievement
- need to consider seperating comments from grades because grades distract from engaging with feedback
- need to focus assessment on learning rather than performance
- vital role of the development of self-assessment abilities
- encouragement of reflective assessment with peers
- ensuring that comments on assessment tasks are actually used to influence further learning

** List of illustrations of thinking about everyday practices that emphasise preparation for learning that is socially constructed, participative, embedded, contextualised **

www.informaworld.com/...tent~content=a747644284~db=all - Preview

e-learning OA_MSc assessment peer community collaboration social context feedback

www.language-exchanges.org - Preview

e-learning language social community peer

Communities of practice, legitimate peripheral participation, situated learning

www.infed.org/...communities_of_practice.htm - Preview

e-learning community social context ULOE_MSc

www.nmc.org/...social-networking - Preview

e-learning social tool community IDEL_MSc