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Benefits Of A Cloud Based LMS
#LearningManagementSystems have revolutionized the entire e-learning scenario across the globe. With a robust, cloud-based learning system, the reception and delivery of learning become beautifully streamlined and cohesive. Listed below are a few #benefits of a cloud-based LMS!
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Games and Learning in Interactive Digital Environments Research and Practice: Invited Presentation
Dr. Aroutis Foster and I are presenting at Drexel University’s Online Learning Council’s second Town Hall meeting on Thursday, March 2, 2017 from 9:30-11:00am.
This invited presentation will showcase the research and practice activities undertaken at Drexel University's Games and Learning in Interactive Digital Environments (GLIDE) lab. The lab aims to explore the learning process, motivation to learn, and identity change in students using immersive digital technologies to impact formal and informal learning.
You can find more information about the event here. You can find information about the GLIDE lab here.
If you are on Drexel’s campus, stop by to interact with us.
Examining Game Design Features for Identity Exploration and Change: New Article
Foster, A. & Shah, M. (2016). Examining Game Design Features for Identity Exploration and Change. Journal of Computers in Mathematics and Science Teaching, 35(4), 369-384. Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
Retrieved from: https://www.learntechlib.org/p/174339/
Abstract: This study used the Dynamic Systems Model of Role Identity (DSMRI) to examine the extent to which a game, Land Science, afforded identity change opportunities as exploration of science identities, science content knowledge, science confidence, action possibilities, and interest/valuing in an intentional manner. Analysis of the game and existing logged data for high school participants indicated that LS met its intended design goals of supporting students’ knowledge gain for urban science and scientific modeling. Identity exploration was partially met as having content knowledge; however, the criteria for identity exploration and change as defined by the DSMRI model were not met. This may suggest why it was not clear whether participants valued the experience and the content as personally significant to their future goals. Implications are discussed for advancing knowledge in the field about educational gaming for changing students' science identities.
