scholarly journals ARG (Alternate Reality Games). Contributions, Limitations, and Potentialities to the Service of the Teaching at the University Level

Comunicar ◽  
2015 ◽  
Vol 22 (44) ◽  
pp. 141-148 ◽  
Author(s):  
Teresa Piñeiro-Otero ◽  
Carmen Costa-Sánchez
Keyword(s):  
Teaching Practice ◽  
Collective Intelligence ◽  
Further Education ◽  
University Teaching ◽  
Problem Resolution ◽  
Alternate Reality Games ◽  
Alternate Reality ◽  
The University ◽  
Educational Potential ◽  
Suitable System

Education’s gamification has represented an opportunity to boost students’ interaction, motivation and participation. ARG (Alternate Reality Games) offer a new highly immersive tool that can be implemented in educational achievements. One of the strongest points of these immersive games is based on applying the sum of students participating efforts and resources (so called collective intelligence) for problem resolution. In addition, ARG combine online and offline platforms a factor that improves the realism on the game experience. In this regard, this present work aims to summarise ARG potentialities, limitations and challenges of these immersive games in higher and further education context. In terms of methodology, this research draws from an appropriate theoretical corpus and, analyses the educational potential of AGR that, in fields like marketing or corporate communication, has already started successfully, but it has still not been studied in depth in education. This study compiles, also, best practices developed in several subjects and academic degrees all around the world and not easily traceable. It concludes that, given the antecedents, potentialities and the exposed analysis, the possibility of incorporating alternate reality games into the university teaching practice in the frame of an educational strategy that determines its aims and more suitable system of evaluation, has to be considered. La ludificación de la educación ha representado una oportunidad para fomentar la interacción, la motivación y la participación del alumnado. Los ARG (las siglas inglesas de juegos de realidad alternativa) ofrecen una nueva herramienta altamente inmersiva que puede implementarse en el logro de los objetivos docentes. Uno de sus puntos fuertes consiste en la suma de esfuerzos y recursos (la llamada inteligencia colectiva) aplicada a la resolución de problemas. A esto se añade su combinación de plataformas en los entornos online y offline, lo que favorece el «realismo» de la experiencia. En este sentido, el presente trabajo pretende condensar las potencialidades, limitaciones y retos de los ARG al servicio de la educación universitaria. Basándose, a nivel metodológico, en la elaboración de un corpus teórico relevante y adecuado, analiza el potencial educativo de esta herramienta que, en ámbitos como el marketing o la comunicación corporativa ya ha despegado con éxito, pero que en el área educativa todavía no había sido abordada en profundidad. Recopila, además, ejemplos satisfactorios que se han desarrollado en diversas disciplinas académicas en otros países y que no resultan fácilmente localizables. Se concluye que, dados los antecedentes, potencialidades y análisis expuesto, debe valorarse la posibilidad de incorporar los juegos de realidad alternativa a la práctica de la docencia universitaria en el marco de una estrategia educativa que determine sus objetivos y sistema de evaluación más adecuado.

scholarly journals A Teaching Experience through the use of Tasks: Limits and possibilities for learning Mathematics in a university context

2020 ◽  
Vol 22 (2) ◽  
Author(s):  
Alessandro Ribeiro ◽  
Juliana Paulin
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Teaching Experience ◽  
Analysis Data ◽  
University Teaching ◽  
Mathematical Tasks ◽  
Integral Calculus ◽  
Mathematical Concepts ◽  
Fundamental Theorem Of Calculus ◽  
The University

Context: Rethinking mathematics teaching practices in a university context is an emerging research theme. Objectives: In this article, we aim to discuss the limits and possibilities of using mathematical tasks in the teaching and learning processes of the concepts of Derivative, Integral and the Fundamental Theorem of Calculus. Design: The study is based on a qualitative-interpretative perspective of research, with methodological procedures inspired by a Design-Based Research. Environment and participants: The research was developed with students attending a Functions of a Variable class in a public university in the state of São Paulo. Data collection and analysis: Data were collected through mathematical tasks on Differential and Integral Calculus solved by students. The protocols produced were analysed, pointing out the main aspects identified, which led us to organize categories of analysis and dimensions (i) knowledges mobilized and developed by students in relation to mathematical concepts; (ii) main errors and difficulties presented by students in the development of tasks; (iii) limits and possibilities of the practice of exploratory teaching in the university context. Results: The results reveal aspects that characterize a process of resignifying the mathematical concepts discussed with the students and a deepening of their knowledge about the concepts of the DIC. Conclusions: As future notes, we suggest rethinking university teaching practice, since the study indicated possibilities and potentialities of the use of exploratory tasks in the teaching of Differential and Integral Calculus.

scholarly journals Effectiveness of Training Program in Enhancing E-Assessment through Tablets and Smartphones: A Case Study of Saudi Arabia

2018 ◽  
Author(s):  
Ahmed Maajoon Alenezi
Keyword(s):  
Training Program ◽  
Teaching Practice ◽  
Learning Objects ◽  
Learning System ◽  
Smart Phones ◽  
University Teaching ◽  
Assessment Process ◽  
Teaching Staff ◽  
E Learning ◽  
The University

This research assess the effects of training program based on the usage of the digital learning objects in teaching practice at the Northern Borders University staff. E Assessment through the tablets and smart phones and the teachers’ attitudes towards such way of evaluation is the major objective of this study as the researcher expects that the assessment mechanism in the university through utilization of tablets and smart phones and its application will inevitably bring in a systematic improvement in the assessment and evaluation process of the curricula. Moreover, making use of the e learning objects in training will make a significant change in e training program of the university. Hence, the researcher has chosen voluntary random samples from the university teaching staff (men\women) from various different faculties (medicine, medical sciences, science, education and arts, business administration, home economics, and science and literature). These samples included 300 members of the teaching staff. In a group of 20 to 25 members, a personal training was conducted regarding the usage of tablets and smart phones and its applications in the assessment process. Each group participated by producing a complete e-assessment for their students in the Northern Borders University and by the e learning system i.e. Blackboard and Question Mark. The research also depends on the semi-experimental design of multiple groups and on testing the groups’ pre and post achievement tests. In addition, the research identifies the level of the university teaching staff in using the tablets and the smartphones and its applications in the assessment process by the note card that the individuals have during the test.

scholarly journals Kurdish EFL Students Teachers’ Practicum Experience: Some Basic Challenges

2019 ◽  
Vol 5 (2) ◽  
pp. 13
Author(s):  
Barham Sattar Abdulrahman
Keyword(s):  
Student Teachers ◽  
Teaching Practice ◽  
Basic Education ◽  
Teaching Profession ◽  
University Teaching ◽  
Teaching Staff ◽  
College Of Basic Education ◽  
Practicum Experience ◽  
Basic School ◽  
The University

Abstract—The present study highlights the main challenges faced by EFL student teachers (STs) of the Department of English - College of Basic Education - University of Sulaimani during their teaching practice. To investigate the challenges, a closed-ended questionnaire is designed which consists of 20 items focusing on a variety of relevant issues of practicum experience. The questionnaire is given to 50 EFL STs and the collected data is statistically analyzed. The study hypothesizes that EFL STs might have serious challenges in their teaching at basic schools, which could be related to the lack of motivation of basic school students, shortage of practicum period, supervisors’ evaluation, and lack of teaching technology. These challenges are proved true after the analysis of the data. Based on the conclusions of this current study, it is recommended that Kurdish EFL STs should be familiarized with different aspects of teaching profession. To this end, the university stakeholders should design a specialized program for ST practicum and create a strong link with basic school programs. The conclusions and recommendations could be taken into consideration by the STs, university teaching staff, and basic school principals to overcome the challenges and improve the practicum process. Thus, the study could have potentially significant implications for the senior administrators of the Department of English, College of Basic Education deanery, and the University of Sulaimani presidency for addressing the main challenges of practicum faced by EFL STs.

Ethical Issues in Higher Education Pedagogy

2021 ◽  
Author(s):  
Viviana Mancovsky
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Ethical Issues ◽  
University Teaching ◽  
Graduate Studies ◽  
University Professors ◽  
Open Questions ◽  
Higher Education Pedagogy ◽  
Pedagogical Relationship ◽  
The University

This article proposes thinking of a higher education pedagogy called into question by ethics. In particular, the focus is on two significant moments in the life of a university student: the decision to begin an undergraduate course of studies and the decision to continue and/or resume graduate studies, specifically, doctoral training. To this end, the specificity of pedagogy is defined as an “exercise of reflection” and as “accompaniment,” and on the basis of this conception, it is called into question by ethics. Several authors shed light on some ethical matters from the perspective of education philosophy in order to explore and challenge teaching practices, with a view to welcoming and hosting students in their diversity, that is, accepting “otherness.” This idea is summarized in the figure of a “host professor” capable of building a pedagogical relationship that will accompany the students’ learning processes. The university teaching practice is problematized by posing questions rather than providing answers or closed statements that prescribe an “ought to be” model of professor. Thus, these open questions are intended to encourage university professors to reflect on how to improve their pedagogical relationship called into question by ethics from a contemporary perspective.

scholarly journals Integrating Emerging Technologies into Higher Education – The Future Perceptions

2021 ◽  
Author(s):  
Janika Leoste ◽  
Larissa Jõgi ◽  
Tiia Õun ◽  
Luis Pastor ◽  
José San Martín López ◽  
...  
Keyword(s):  
Higher Education ◽  
Teaching Practices ◽  
Teaching Practice ◽  
Emerging Technologies ◽  
University Teaching ◽  
Negative Effects ◽  
University Teachers ◽  
Positive Attitudes ◽  
Teachers And Students ◽  
The University

Emerging technologies have a potential future impact on the developments in higher education and teaching practices at the universities. The paper is based on the project “My future colleague robot” that aims to improve the competence of university teachers in the implementation of Emerging Technologies (ETs) in the teaching practices at the university. In this paper, we identified the strengths and weaknesses, opportunities and threats that are related to the adoption of two ETs, robotics and Artificial Intelligence (AI), in higher education. Additionally, we analyzed the perceptions of faculty about these ETs. The empirical data was collected using written essays from 18 university teachers and students. Deductive and inductive approaches with thematic analysis were used for the data analysis. The findings support the idea that previous experience related to ETs can support positive attitudes and the implementations of ET in university teaching. University teachers had optimistic expectations towards ETs accepting them as part of teaching practice development, while discussion about the negative effects of ETs was negligible.

scholarly journals Elements to consider the video game as a support tool in the university classroom

2019 ◽  
pp. 23-33
Author(s):  
Aarón Iván González-Neri ◽  
Julia Pérez-Bravo ◽  
Francisco Javier Arellano-Rocha ◽  
Jorge Gabriel Villarreal-Alcalde
Keyword(s):  
Video Game ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
General Purpose ◽  
University Teaching ◽  
Great Opportunity ◽  
Support Tool ◽  
Student Community ◽  
The University ◽  
Multimedia Features

The video game represents a great opportunity for the student community to refresh and diversify the activities and tasks inherent in teaching and learning, taking advantage of the immersive, interactive and multimedia features offered by videogames to improve the use of university students. The objective of this work is to identify and make known the characteristic elements that certain videogames must have so that they can be used in university work, since there are endless options in the market whose general purpose is to entertain, however , you can highlight certain elements within them that can support the teaching practice. The present investigation methodology is of the theoretical type with descriptive study through which it is tried to offer validity, utility and universality to the phenomenon of study. The contribution is led towards the improvement of certain university educational procedures by identifying certain distinguishing parameters in video games that provide certainty that they could be used as support to improve the university teaching practice.

scholarly journals Players and Puppetmasters: Alternate Reality Games and Negotiated Consumer/Producer Relationships

2014 ◽  
Vol 6 (4) ◽  
Author(s):  
Stephanie Janes
Keyword(s):  
Collective Intelligence ◽  
Steven Spielberg ◽  
Mainstream Media ◽  
Time Interaction ◽  
Alternate Reality Games ◽  
Phone Calls ◽  
Close Relationship ◽  
Cultural Empowerment ◽  
Alternate Reality ◽  
Christopher Nolan

This article uses data gathered from interviews with game designers and a survey of a core group of 30 players to suggest that Alternate Reality Games (ARGs) allow media producers to develop a close relationship with consumers, prompting us to rethink previous notions of power in contemporary producer/consumer relationships. Discourse has moved from a resistant/incorporated dichotomy (Abercrombie and Longhurst 1998; Hills 2002) to the suggestion that fandom has become a normative mode of mainstream media consumption (Jenkins 2007). Theories of digital convergence and collective intelligence are often mobilised to argue for fans as empowered consumer collectives, increasing their ability to control decisions around their favoured media products (Jenkins 2006). Promotional ARGs are unique sites for studying this complex relationship. ARGs have been used since around 2001 to promote a number of films including A.I.: Artificial Intelligence (Steven Spielberg, 2001) and The Dark Knight (Christopher Nolan, 2008). They create a narrative mystery set in the world of the film which is broken down and scattered across the internet. Players work collaboratively in online fan communities to reconstruct that narrative using everyday media channels such as email, websites, phone calls, voicemails, and larger scale live events, like scavenger hunts. Such games are sites of real-time interaction creating a give/take relationship between producers and consumers, which results in a more complex system of co- creation and negotiated ownership, as opposed to resistance, incorporation, or indeed cultural empowerment.

Authority of Law: An Analysis of The Role of Police

2017 ◽  
Vol 2 ◽  
Author(s):  
Veronika Keir
Keyword(s):  
Policy Development ◽  
Crime Control ◽  
Legal Theory ◽  
Research Policy ◽  
Further Education ◽  
Full Time ◽  
Legal Research ◽  
Legal Studies ◽  
The University

<div class="page" title="Page 3"><div class="layoutArea"><div class="column"><p><span>Veronika is a recent graduate from the Honours Legal Studies program at the University of Waterloo. Her passions are socio-legal research, policy development, feminist legal theory, and crime control development. Veronika is currently working a full-time job at Oracle Canada, planning on pursuing further education in a Masters program. </span></p></div></div></div>

Formation and Development of the Pre-Professional Training System of Foreign Medical Applicants in Ukraine (Historical and Educational Aspect)

2014 ◽  
Vol 4 (3) ◽  
pp. 95-98
Author(s):  
Iana Proskurkina
Keyword(s):  
Foreign Students ◽  
Professional Training ◽  
Training System ◽  
Further Education ◽  
Effective System ◽  
History Of ◽  
Set Up ◽  
The University ◽  
History Of Formation ◽  
Educational Aspect

Abstract The growing number of foreign applicants looking forward to getting education in Ukrainian medical universities makes us find the ways how to improve and make effective the pre-professional training system of foreign medical applicants for further education. The article deals with the issues of the history of formation and development of the preprofessional training system of foreign medical applicants in Ukraine. On the ground of the electronic databases of the official websites of higher educational establishments, the data on years of opening first offices of the dean, departments and preparatory faculties for foreign medical applicants in Ukrainian medical universities are analyzed and systematized. Also the data on the setting up preparatory faculties at other universities who carry out licensed training of foreign students of the medical profile are presented. The data on the operating and management of such institutions in the system of the University administration are generalized. It’s revealed that during the years of its functioning the pre-professional training has changed, in particular the system was commercialized and the institutions involved in training foreign applicants have been reorganized. The modern trends in teaching foreign medical students at the preparatory faculties of the Ukrainian medical universities are displayed. Based on the analysis of the data it is concluded that the system of the pre-professional training of foreign medical applicants was set up in the 50s-60s years of the twentieth century. During this time, some positive experience in the preparation of future international medical specialists has been gained. The system of the pre-professional training of foreign medical applicants has been comprehensively improved and an effective system of managing foreign medical applicants has been created.

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