Integrated Interactive Science Software: A New Role for Teachers |
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Author: |
Dr. Gregory MacKinnon, Ph.D., Assistant Professor, School of Education, Acadia University, Wolfville, NS, B0P 1X0, (phone: 902-585-1385), (fax: 902-585-1071) |
Abstract: |
This paper offers a model for teachers to create their own software based on their regional curricular outcomes. The implementation of this model has profound implications for the classroom structure and promotes a truly facilitative role for the teacher. |
The Medium is the Message: Implications for Teaching in Cyberspace |
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Author: |
Virginia W. Kupritz is an Assistant Professor in the Human Resource Development Department at The University of Tennessee, Knoxville, TN 37996, USA. Dr. Kupritz, Room 310 Human Resource Development Dept., Jessie Harris Building, The University of Tennessee, Knoxville, TN 37996, USA. |
Abstract: |
My journey of learning how to use innovative technologies to build online learning environments began with a summer workshop. The workshop prompted me to search for answers to questions about the dialectic between pedagogy and information technologies. In my search for answers, a red flag appeared regarding the role of context to communicate meaning through online instruction. Review of the literature and discussions with fellow adult educators lead me to believe that the full implications of this subtle yet powerful tool to communicate meaning are not readily understood. Gundling (1999) describes context as the `core intercultural issue when using communication technologies' (p. 30). Over three decades ago the renowned anthropologist, Dr. Edward Hall, coined the term `contexting' to describe the perceptual and cognitive process of recognizing, giving significance to and incorporating contextual cues in order to interpret the meaning of a situation (Hall, 1983; see also 1966, 1977). Hall argues that information, context and meaning are bound together in a balanced, functional relationship. This paper attempts to provide some basic insight into this relationship. |
Case Study: Development of a Corporate Learning Game |
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Author: |
Sharon L. Gander, Senior Learning Analyst, Cerner Corporation, Cerner Virtual University, 2800 Rockcreek Parkway, W0721 Kansas City, MO 64117 (phone: 816-201-2623), (fax: 816-201-8623) |
Abstract: |
This paper provides a case study perspective on the development of a learning game for adults in a corporate environment. The game, Cerner Corporation's HNAM DataQuest: The Millennium Architecture Knowledge Adventure, teaches Cerner's specific information systems architecture to associates. The process of creating a game for educational rather than entertainment purposes is not well documented. This paper provides a window on one educational game's development process within the corporate education/training environment. |
Does Learning Occur Through Gaming |
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Author: |
Sharon L. Gander, Senior Learning Analyst, Cerner Corporation, Cerner Virtual University, 2800 Rockcreek Parkway, W0721 Kansas City, MO 64117 (phone: 816-201-2623), (fax: 816-201-8623) |
Abstract: |
Cerner Corporation's Cerner Virtual University (CVU) created a computer-based game, HNAM DataQuest: The Millennium Architecture Knowledge Adventure, to teach technical information systems concepts. This game was designed to match knowledge required with instructional and game design strategies chosen. CVU needed to determine whether or not the game taught the concepts intended was determined through pre/post testing. Therefore, if the game was properly designed, then an increase in delta of post-test minus pre-test scores would indicate the extent of new knowledge acquired by the learner-players. While not a broad-base scientific study, this report of CVU's results with computer-based gaming provides support for the use of games designed expressly to teach specific knowledge. The change in post-test minus pre-test scores indicates that only game playing could have produced ratios of this magnitude. |