“Design Thinking is a design methodology that provides a solution-based approach to solving problems. It’s extremely useful in tackling complex problems that are ill-defined or unknown, by understanding the human needs involved, by re-framing the problem in human-centric ways, by creating many ideas in brainstorming sessions, and by adopting a hands-on approach in prototyping and testing. Understanding these five stages of Design Thinking will empower anyone to apply the Design Thinking methods in order to solve complex problems that occur around us — in our companies, in our countries, and even on the scale of our planet.”
O 4.º Encontro sobre Jogos e Mobile Learning, no dia 5 de maio de 2018, sábado, volta a reunir em Coimbra investigadores, mestrandos e doutorandos, professores, psicólogos, profissionais de Ciências da Educação e demais interessados nestas temáticas. Este evento atrai participantes nacionais e estrangeiros que pretendem partilhar conhecimentos, investigação, práticas e debater questões importantes para uma integração sustentável de jogos educativos e dispositivos móveis na educação.
O Encontro inclui conferências e comunicações, bem como workshops para os participantes terem um momento “hands-on”. Participe!
+infos(grupo no FB): LINK
Each of these topic areas is expanded below but the sub-topics list is not exhaustive. Papers may address one or more of the listed sub-topics, although authors should not feel limited by them. Unlisted but related sub-topics are also acceptable, provided they fit in one of the following main topic areas:
1. INFORMATION TECHNOLOGIES SUPPORTING LEARNING
2. ARTIFICIAL INTELLIGENCE IN EDUCATION
3. LEARNING/TEACHING METHODOLOGIES AND ASSESSMENT
4. SOCIAL CONTEXT AND LEARNING ENVIRONMENTS
5. DOMAIN APPLICATIONS AND CASE STUDIES
6. UBIQUITOUS LEARNING
AREA 1: INFORMATION TECHNOLOGIES SUPPORTING LEARNING
Authoring Tools and Content Development
Synchronous and Asynchronous Learning
Educational Data Mining
e-Learning Hardware and Software
e-Learning Platforms, Portals
Tools for Educational Communication and Collaboration
Intelligent Tutoring Systems
Virtual Learning Environments
AREA 2: ARTIFICIAL INTELLIGENCE IN EDUCATION
Adaptive Educational Systems
Intelligent Teacher Dashboards
Intelligent Modelling of Affect for Learning
Authoring Tools for Intelligent Tutoring Systems
Empirical Studies of Learning with AI Educational Systems
Agent-based Learning Environments
Architectures for AI-based Educational Systems
Gamification for Learning
AREA 3: LEARNING/TEACHING METHODOLOGIES AND ASSESSMENT
Tools to Assess Learning
Metrics and Performance Measurement
Project Based Learning and Engineering Education
Educating the Educators
Game-based and Simulation-based Learning
Higher Order Thinking Skills
Mentoring and Tutoring
AREA 4: SOCIAL CONTEXT AND LEARNING ENVIRONMENTS
Assessment and Accreditation of Courses and Institutions
Theoretical Bases of e-Learning Environments
Social Computing for Learning and Knowledge Sharing
Computer-Supported Collaborative Learning
Course Design and e-Learning Curriculae
Distance and e-Learning in a Global Context
Constructivism and Social Constructivism
Lifelong Learning: Continuing Professional Training and Development
AREA 5: DOMAIN APPLICATIONS AND CASE STUDIES
Distance Learning Strategies
e-Learning in Developing Countries
e-Learning in Engineering Education
e-Learning Success Cases
Health Sector Applications
Intelligent Learning and Teaching Systems
Children’s Education using Computer Support and K12 Students
AREA 6: UBIQUITOUS LEARNING
Universal Design for Learning
Cloud-based Learning and Assessment
Context Dependent Learning
Mobile Learning (M-learning)
Smart Devices as Collaborative Learning Tools
Virtual Labs and Virtual Classrooms
Massive Open Online Courses
Paper Submission: October 16, 2017
Authors Notification: December 15, 2017
Camera Ready and Registration: January 4, 2018
Paper Submission: November 22, 2017
Authors Notification: January 11, 2018
Camera Ready and Registration: January 24, 2018
A easychair tem um serviço novo que é de divulgação de conferencias, muito interessante.. e a usar
Para procurar onde publicar em livros:
Proposals Submission Deadline: June 15, 2017
Full Chapters Due: October 15, 2017
Submission Date: January 15, 2018
Contemporary education is increasingly being involved with technological resources in order to meet the needs of emerging generations, changing the way people teach and learn. In this context, the area of Digital Educational Games and Game-Based Learning is an research field that has evolved in recent years, with initiatives in different domains and in diverse immersive platforms/devices and three-dimensional environments that support the creation of applications to improve teaching and learning processes.
This handbook aims to meet the challenge of providing teachers, researchers and institutions with discussions and examples on how to adopt these new methods and applications supported with information technology tools and resources successfully, focusing on the area of Digital Educational Games and Game-based learning in 3D or immersive environments. The aim is to reach into research trends that are appearing, in order to show innovations that can be used and the results that can be found, disseminating and valorizing well succeed approaches and incentivizing the scientific community into filling the research gaps.
The topics covered in this book seek to cover the introduction of new pedagogical practices in all levels and modalities of education, instigating readers to assimilate proposals that have been implemented and to replicate this knowledge in their institutions and researchers worldwide.
This comprehensive and timely publication aims to be an essential reference source, disseminating knowledge on the available literature in the field of Immersive and Digital Educational Games, with the objective of showing applications in this area integrated with educational, cognitive and affective theories and computer resources that are being used to support contemporary instructional methods.
The target audience for this handbook is broad, ranging from teachers, pre-service teachers, students and university researchers of interdisciplinary areas to the academic world in general. This publication seeks to cover topics related to Immersive and Digital Educational Games and other approaches interconnected to this area that can be used together, thus seeking to attract readers to explore the researches presented, its benefits, disadvantages and forms of applying.
Contributors are welcome to submit chapters on the following topics relating to Game-Based Learning use, implementation and adoption in different modalities of education:
– Digital educational games and its integration with learning theories
– Gamified immersive environments and virtual worlds
– Digital serious games in education
– Virtual reality applied to Game-Based Learning
– Intelligent pedagogical agents in digital educational games
– Affective aspects involved in digital educational games
– 3D virtual laboratories and simulations for education
– Methods of evaluation and assessment in digital Game-Based Learning
– Usability for digital educational games and immersive environments
Researchers and practitioners are invited to submit on or before June 15, 2017, a 2-3 page chapter proposal clearly explaining the mission and concerns of his or her proposed chapter. Authors of accepted proposals will be notified by August 15, 2017 about the status of their proposals and be sent chapter guidelines. Full chapters are expected to be submitted by October 15, 2017. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.
This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), publisher of the “Information Science Reference” (formerly Idea Group Reference), “Medical Information Science Reference,” “Business Science Reference,” and “Engineering Science Reference” imprints. For additional information regarding the publisher, please visit www.igi-global.com. This publication is anticipated to be released in 2018.
June 15, 2017: Proposal Submission Deadline
August 15, 2017: Notification of Acceptance
October 15, 2017: Full Chapter Submission
December 15, 2017: Review Results Returned
January 15, 2018: Final Chapter Submission
February 15, 2018: Final Deadline
*Call for Chapters – Handbook of Research on Immersive and Digital
Educational Games, a ser publicado pela editora IGI Global (em inglês).*
*Objetivo do Livro*
A publicação busca de forma abrangente e pontual ser uma fonte essencial de
referência, disseminando o conhecimento sobre a literatura disponível no
campo dos Jogos Educacionais Imersivos e Digitais, com o objetivo de
mostrar aplicações nesta área integradas com teorias educacionais,
cognitivas e afetivas e recursos computacionais que estão sendo utilizados
para apoiar métodos de ensino contemporâneos.
Professores, professores em formação, estudantes e pesquisadores
universitários de áreas interdisciplinares até o mundo acadêmico em geral.
Esta publicação procura abranger tópicos relacionados a Jogos Educacionais
Imersivos e Digitais e outras abordagens interconectadas a esta área que
possam ser utilizadas em conjunto, buscando atrair leitores para explorar
as pesquisas apresentadas, suas vantagens e desvantagens, bem como formas
*Tópicos recomendados (mas não limitados):*
Contribuintes são bem-vindos para enviar capítulos sobre os seguintes
tópicos relacionados com o uso da Aprendizagem Baseada em Jogos e Ambientes
imersivos, com implementação e adoção em diferentes modalidades de ensino:
Jogos educacionais digitais e sua integração com teorias de aprendizagem
Ambientes imersivos gamificados e mundos virtuais
Jogos sérios digitais na educação
Realidade virtual aplicada à Aprendizagem Baseada em Jogos
Agentes pedagógicos inteligentes em jogos educativos digitais
Aspectos afetivos envolvidos em jogos educativos digitais
Laboratórios virtuais 3D e simulações para educação
Métodos de avaliação formativa e somativa na Aprendizagem Baseada em Jogos
Usabilidade para jogos educacionais digitais e ambientes imersivos
*Procedimento para Submissão*
*Pesquisadores e profissionais são convidados a apresentar até 15 de junho
de 2017, uma proposta de capítulo de 1-2 páginas explicando claramente a
missão e as preocupações do seu capítulo proposto.* Os autores das
propostas aceitas serão notificados até 15 de agosto de 2017 sobre o status
das mesmas e receberão as diretrizes para envio dos capítulos completos.
Esses devem ser enviados até o dia 15 de outubro de 2017. Todos os
capítulos enviados serão revisados em uma base de revisão por pares no
formato blind-review. Os autores das propostas também podem ser convidados
a atuar como revisores para este projeto. *Tanto a proposta de capítulo
quanto o capítulo em si devem ser enviadas em inglês.*
Call for Chapters: Handbook of Research on E-Assessment in Higher Education
Call for Chapters
*Proposals Submission Deadline: July 15, 2017
Full Chapters Due: November 15, 2017
Submission Date: March 15, 2018*
Assessment profoundly influences the motivation of those who learn, shapes
their perspectives about learning and therefore plays a key role in the
educational process. The introduction of different assessment systems has
important impacts throughout the educational process (Botički & Milašinović,
2008; Brown, 2001; Bull & Danson, 2001; Frankland, 2007; Garfield & Ben-Zvi,
2008; Holmes, 2015; Jacob, Issac, & Sebastian, 2006; Jarvis, Holford, &
Griffin, 2003; JISC, 2007; Redecker & Johannessen, 2013; Scouller, 1998;
Smith et al., 1996; Stödberg, 2012; Wild, Triggs, & Pfannkuch, 1997). In
the last years, the emergence of a new paradigm valuing the student as the
central subject in the construction of their learning, requires new
pedagogical approaches, and diversified methods (Botički & Milašinović,
2008; Llamas-Nistal, Fernández-Iglesias, González-Tato, & Mikic-Fonte,
2013; Mora, Sancho-Bru, Iserte, & Sánchez, 2012; Rod, Eiksund, & Fjaer,
2010). According to Redecker e Johannessen (2013), changes in pedagogical
practices and in the learning processes can only happen when also changing
Information and Communication Technologies (ICT) place challenges and at
the same time offer teachers tools to create differentiated learning
opportunities for students. The use of ICT in the assessment process is
thus unavoidable, through electronic assessment, or e-assessment. In this
case, ICT is used throughout the evaluation process from the design of the
tests to the storage of the results (Stödberg, 2012). One possible approach
is to develop specific environments for this purpose (Botički & Milašinović,
2008; Dascalu & Bodea, 2010; Llamas-Nistal et al., 2013). Another approach
is the use of the so-called Learning Management Systems (LMS) (Burrow,
Evdorides, Hallam, & Freer-hewish, 2005; Salas-Morera, Cubero-Atienza,
Redel-Macías, Arauzo-Azofra, & García-Hernández, 2012). LMS have the
advantage of providing a vast set of tools specifically designed for the
implementation of e-assessment. Among these tools we emphasize the quizzes,
which can encompass several types of questions, such as multiple-choice,
true/false, item matching, short answer, among others.
Considering its purpose, assessment may be formative and/or summative, or
diagnostic (Jacob et al., 2006; Redecker & Johannessen, 2013; Stödberg,
2012) (Jacob et al., 2006; Redecker & Johannessen, 2013; Stödberg, 2012).
In relevant scientific studies about this topic, it was found that the use
of formative evaluation or of both types, formative and summative
simultaneously, is more common than the use of summative evaluation alone (
Stödberg, 2012). E-assessment can be useful and can bring benefits to both
types of assessment, formative and summative (Bull & Danson, 2001;
McAlpine, 2002).Assessment can also be continuous. E-assessment “can
provide a powerful means of continuous assessment, providing rapid and
detailed feedback to students and academics about the learning process.”
(McAlpine, 2002, p. 8).
Stödberg (2012) presents a study in which e-assessment task were classified
in five categories namely: (i) closed questions, such as multiple-choice
questions and matching, (ii) open-ended questions, (iii) portfolio, (iv)
product, such as software, and (v) discussions between students.
There are applications of e-assessment in diverse areas such as geography
(Holmes, 2015; Rod et al., 2010; Wilson, Boyd, Chen, & Jamal, 2011),
management (Jacob et al., 2006), chemistry (Sorensen, 2013), medicine
(Harris et al., 2015), engineering (Botički & Milašinović, 2008; Burrow et
al., 2005; Jacob et al., 2006; Moscinska & Rutkowski, 2012) , and
Mathematics (Acosta-Gonzaga & Walet, 2013; Blanco & Ginovart, 2012; Ferrão,
2010; Gruttmann, Böhm, & Kuchen, 2008; Hauk, Powers, & Segalla, 2015;
Mathai & Olsen, 2013).
Historically, assessment in higher education consisted in the application
of final exams for each of the courses, the so-called final assessment. In
Europe, the Bologna process points out to another type of assessment,
encompassing diverse forms of assessments carried out during the
semester/academic year, the so-called continuous assessment. E-assessment
plays an important paper in this context, and has nowadays a growing
importance in Higher Education, not only in Europe, but around the world.
The primary objective of this book is to provide insights concerning the
use of e-assessment in Higher Education. This is a cutting-edge and
important topic that deserves a reflexion, and this book is an excellent
opportunity to do it. The book aims to provide the opportunity for a
reflexion on this important issue, increasing the understanding of using
e-assessment in the context of several different contexts, providing
relevant academic work, empirical research findings, and an overview of
this relevant field of study.
All those that need to assess the teaching-learning process, namely teacher
at all levels, from k1-k12 to college. Also professionals in the area of
skills certification, managers, researchers, academicians, practitioners,
and graduate students, are the target of this book.
Traditional vs e-assessment
E-assessment with portfolios
E-assessment with multiple choice questions and other closed formats
Feedback and e-assessment
e-assessment for e-learning
Analitics and e-assessment
Adaptive systems and e-assessment
E-assessment hardware and software
e-assessment tools, applications, and portals
Other topics of interest
Researchers and practitioners are invited to submit on or before July 15,
2017, a chapter proposal of 1,000 to 2,000 words clearly explaining the
mission and concerns of his or her proposed chapter. Authors will be
notified by July 25,2017 about the status of their proposals and sent
chapter guidelines. Full chapters are expected to be submitted by November
15, 2017, and all interested authors must consult the guidelines for
manuscript submissions at http://www.igi-global.com/publ
submitted chapters will be reviewed on a double-blind review basis.
Contributors may also be requested to serve as reviewers for this project.
Note: There are no submission or acceptance fees for manuscripts submitted
to this book publication, Trust in Knowledge Management and Systems in
Organizations. All manuscripts are accepted based on a double-blind peer
review editorial process.
All proposals should be submitted through the eEditorial Discovery®TM
online submission manager.
This book is scheduled to be published by IGI Global (formerly Idea Group
Inc.), publisher of the “Information Science Reference” (formerly Idea
Group Reference), “Medical Information Science Reference,” “Business
Science Reference,” and “Engineering Science Reference” imprints. For
additional information regarding the publisher, please visit
www.igi-global.com. This publication is anticipated to be released in 2018.
July 15, 2017: Proposal Submission Deadline
July 25, 2017: Notification of Acceptance
November 15, 2017: Full Chapter Submission
January 15, 2018: Review Results Returned
February 28, 2018: Final Acceptance Notification
March 15, 2018: Final Chapter Submission
Um repositório já com alguns anos e que nunca mais foi actualizado. Todos os conteudos são gratuitos.
Aqui está um grupo de trabalho acerca de Gaming and gamification.
Gaming Horizons is a multidisciplinary project under the H2020 programme that aims to expand the research and innovation agenda in games and gamification.
The project’s objectives are to foster socially responsible games research, to open up the dialogue across the entertainment and applied-games sectors, and to investigate future directions at the intersection of ethics and social research.
Over a period of 14 months, Gaming Horizons will conduct a series of consultations and exchanges among communities of developers, policy makers, users and researchers, and will interrogate the official ‘H2020 discourse’ on gamification with the aim of identifying alternative framings for research in the field. In the process, a number of sensitive social issues will be placed under the lens, including gender and minority representation in gaming, as well as ethical questions concerning the design and deployment of games, game mechanics and gameful interactions for learning and behavioural change. Another area of critical investigation concerns the degree to which the spread of (applied) gameful experiences is intrinsically bound to high-end technological innovation.
Among the outputs Gaming Horizons is expected to produce is a set of recommendations illustrating how gameful approaches might be employed thoughtfully and responsibly for a broad range of socially significant purposes, including education and social change.