Overview of the programmatic standards for general and special education, how these standards are integrated in special education curriculum, and e-portfolio requirements for documenting acquisition of the above standards.
Gaming and Gamification.
why Gaming and Gamification? Vygotsky and ZPD (immersive storytelling is a form of creative play)
from: https://cpb-us-e1.wpmucdn.com/blog.stcloudstate.edu/dist/d/10/files/2015/03/Gaming-and-Gamification-in-academic-and-library-settings-final-draft-1digudu.pdf
play >>> games >>> serious games >>> Game Based learning >>>>+ Digital Game Based learning
“Games are type of cooperative learning. Games embody the essence of constructivism, which for students/gamers means constructing their own knowledge while they interact (learn cooperatively). Learning can happen without games, yet games accelerate the process. Games engage. Games, specifically digital ones, relate to the digital natives, those born after 1976 – 80, who are also known as Generation Y, or Millennials”
is it generational? Is it a fad? is it counter-pedagogical?
what is the difference between GBL (Game Based Learning) and DGBL (Digital GBL): share examples, opinions. Is one better / preferable then the other? Why?
Kahoot game (Yahoo): https://play.kahoot.it/#/k/1412b52c-da28-4507-b658-7dfeedf0864c
hands-on assignment (10 min): split in groups and discuss your experience with games; identify your preferable mode (e.g. GBL vs DGBL) and draft a short plan of transitioning your current curricula to a curricula incorporating games.
What is gamification? Why gamification, if we have games? “Gamification takes game elements (such as points, badges, leaderboards, competition, achievements) and applies them to a non – game setting. It has the potential to turn routine, mundane tasks into refreshing, motivating experiences ”
hands-on assignment (10 min): split in groups and use your electronic devices: smartphones, tablets, laptops to experience any of the following gamification tools:
Looking for a beginner’s crash course in game making software and process? Games can be an excellent teaching resource, and game development is easier than ever. Whether you’re looking to develop your own teaching resources or run a game-making program for users, this course will give you the information you need to choose the most appropriate software development tool, structure your project, and accomplish your goals. Plain language, appropriate for absolute beginners, and practical illustrative examples will be used. Participants will receive practical basic exercises they can complete in open source software, as well as guides to advanced educational resources and available tutorials.
This is a blended format web course:
The course will be delivered as 4 separate live webinar lectures, one per week on Wednesday November 21 and then repeating Wednesdays, November 28, December 5 and December 12 at Noon Central time. You do not have to attend the live lectures in order to participate. The webinars will be recorded and distributed through the web course platform for asynchronous participation. The web course space will also contain the exercises and discussions for the course.
Learning Outcomes
Participants will be able to name five different software tools available to assist them or their users in creating games and interactive web content, as well as identify the required knowledge and skills to effectively use each program.
Participants will be able to effectively structure the development process of a game from brainstorming to launch.
Participants will be able to identify and articulate areas in which games can increase educational effectiveness and provide practical, desirable skills.
Who Should Attend
Library staff looking to develop educational games or run game making programs for users (including tween or teen users).
Instructors
Ruby Warren
Ruby Warren believes in the power of play, and that learning is a lot more effective when it’s interactive. She is the User Experience Librarian at the University of Manitoba Libraries, where she recently completed a research leave focused on educational game prototype development, and has been playing games from around the time she developed object permanence.
<Cost
LITA Member: $135
ALA Member: $195
Non-member: $260
Moodle and Webinar login info will be sent to registrants the week prior to the start date.
Encyclopedia of Criminal Activities and the Deep Web
Countries all over the world are seeing significant increases in criminal activity through the use of technological tools. Such crimes as identity theft, cyberattacks, drug trafficking, and human trafficking are conducted through the deep and dark web, while social media is utilized by murderers, sex offenders, and pedophiles to elicit information and contact their victims. As criminals continue to harness technology to their advantage, law enforcement and government officials are left to devise alternative strategies to learn more about all aspects of these modern criminal patterns and behavior, to preserve the safety of society, and to ensure that proper justice is served. Regrettably, the lack of adequate research findings on these modern criminal activities is limiting everyone’s abilities to devise effective strategies and programs to combat these modern technology-related criminal activities.
In an effort to compile the most current research on this topic, a new major reference work titled Encyclopedia of Criminal Activities and the Deep Web is currently being developed. This comprehensive Encyclopedia is projected to encompass expert insights about the nature of these criminal activities, how they are conducted, and societal and technological limitations. It will also explore new methods and processes for monitoring and regulating the use of these tools, such as social media, online forums, and online ads, as well as hidden areas of the internet including the deep and dark web. Additionally, this Encyclopedia seeks to offer strategies for predicting and preventing criminals from using technology as a means to track, stalk, and lure their victims.
You are cordially invited to share your research to be featured in this Encyclopedia by submitting a chapter proposal/abstract using the link on the formal call for papers page here. If your chapter proposal is accepted, guidelines for preparing your full chapter submission (which should be between 5,000-7,500 total words in length) can be accessed at: http://www.igi-global.com/publish/contributor-resources/ (under the “For Authors” heading – “Encyclopedia Chapter Organization and Formatting”).
Recommended topics for papers include, but are not limited to:
Bitcoin and Crime
Botnets and Crime
Child Exploitation
Contract Killing
Criminology
Cryptocurrency
Cyber Espionage
Cyber Stalking
Cybercrime
Cybercriminals
Cybersecurity Legislation
Cyberterrorism Fraud
Dark Web
Dark Web Vendors
Darknets
Data Privacy
Dating Websites and Crime
Deep Web
Drug Trafficking
E-Banking Fraud
Email Scams
Fraud and Internet
Gaming and Crime
Government Regulations of the Dark Web
Hacking and Crime
Hacktivism
Human Trafficking
Identity Theft
International Regulations of the Dark Web
Internet Privacy
Internet Regulations
Internet Safety & Crime
Online Advertisement Websites and Crime
Online Blackmail
Online Forums and Crime
Online Hate Crimes
Online Predators
Online Privacy
Social Media Deception
Social Networking Traps
Undercover Dark Web Busts
Undercover Operations
Vigilante Justice
Virtual Currencies & Crime
Whistleblowing
IMPORTANT DATES: Chapter Proposal Submission Deadline: October 15, 2018; Full Chapters Due: December 15, 2018
Note: There are no publication fees, however, contributors will be requested to provide a courtesy to their fellow colleagues by serving as a peer reviewer for this project for at least 2-3 articles. This will ensure the highest level of integrity and quality for the publication.
Should you have any questions regarding this publication, or this invitation, please do not hesitate to contact: EncyclopediaCADW@igi-global.com
Mehdi Khosrow-Pour, DBA Editor-in-Chief Encyclopedia of Criminal Activities and the Deep Web EncyclopediaCADW@igi-global.com
Thirty students registered for Arizona State University Online’s general biology course are using ASU-supplied virtual reality (VR) headsets for a variety of required lab exercises
The VR equipment, which costs ASU $399 per student, allows learners to complete lab assignments in virtual space using goggles and a controller to maneuver around a simulated lab. Content for the online course was developed and assessed by ASU biology professors and was evaluated this summer. Students also can use their own VR headsets and access the content on their laptops, as 370 other students are doing.
A university official told Campus Technology the initiative will help online students have the experiences provided in brick-and-mortar labs as well as new ones that were impossible previously. The effort also will ease a problem on campus with limited lab space.
Similar labs are planned for the University of Texas at San Antonio and McMaster University in Canada, according to a blog post from Google, which partnered with the ed-tech company Labster to create the virtual labs. In addition, virtual labs also are available at eight community colleges in California, offering IT and cybersecurity skills instruction.
About half of colleges have space dedicated to VR, with adoption expected to increase as technology costs go down, according to a recent survey by nonprofit consortium Internet2. The survey found that 18% of institutions have “fully deployed” VR and are increasingly making it available to online students, while half are testing or have not yet deployed the technology.
Colleges are using VR for a variety of purposes, from classroom instruction to admissions recruiting to career training.
In addition, because the use of VR is growing in K–12 education, students will expect to use it in college.
Playing video-game shooters, we now know, is not a major contributor to youth violence. Granted, kids’ enthusiasm for Fortnite can be a little much, but we are old enough to remember Garbage Pail kids and have played Pokémon.
Fortnite is, in many respects, a classic “third place”—a place that is neither home nor school, but where kids can socialize and play beyond the watchful eyes of parents or teachers. These are places where kids learn to negotiate conflict, become independent, and explore what kind of person they want to be. They are important experiences that we too often design out of our kids’ lives through structured activities and all of the shuffling back and forth we do in today’s busy world.
we’ve seen that one of the best things educators can do is bystander training.
Embedded librarianship holds potential for immersive learning. Come learn how to promote your virtual world communities and the great work of educators in virtual worlds through networking. https://communityvirtuallibrary.wordpress.com/
Chris Luchs (SL: Abacus Capellini, WoW: Cheerwine)
What Can We Learn from the World of Warcraft?
Join us as we host a blended reality session featuring a live stream from the World of Warcraft (WoW) as we explore educational opportunities in a massive multiplayer online roleplaying game (MMORPG). We will have a YouTube live stream, a Discord channel for voice discussion, and an immersive event in WoW. Educators from the International Society for Technology in Education – Games and Simulations Network (ISTE G&SN) will host an immersive event & discuss learning in a multiuser virtual environment (MUVE).
Click Try for Free and download the Blizzard Launcher, which manages the download. You’ll need 52GB for the game. Create an account, select Sisters of Elune realm and create a troll if you are new to WoW and using a Free Trial account.
Location: In the World of Warcraft and for those who do not have the game, over a YouTube Live stream (available that day) and hosted after the event over https://www.youtube.com/user/gamesmooc/videos
Howard Gardner’s “Theory of Multiple Intelligences” explored through an Interactive, Immersive Experience in Second Life
Dr. Gardner has proposed 8 different types of intelligence, ranging from Interpersonal to Kinesthetic. Join us to discover your own most innate type. You may be surprised, like many of the teachers who have tried this challenge as part of our whole-brain training program.
This is a summary of various performance-based activities in Second Life and how performance studies can provide an insight into the experience of virtual worlds.
