June 25-29, 2007 Vancouver BC, Canada - Association for the ...

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PRE-CONFERENCE TUTORIALS & WORKSHOPS Monday, June 25, Morning, 8:30 AM – 12:00 NOON T2: Quick Start to E-Learning Edgar R. Weippl, Vienna University of Technology, Austria Abstract The goal of this tutorial is to give participants all they need to quickly get started with e-learning. The focus is on organizing courses (course management) and NOT on content creation. In the first part of the tutorial they learn everything they need to set up their first courses for a small department using Moodle. The second part presents a light-weight approach of the project management necessary to introduce an e-learning platform at a larger scale. Objectives Benefits for Participants • Hands-on experience how to set-up Moodle on a Microsoft Windows system. • Ready-to-use templates for the project management when introducing larger-scale e-learning solution Resources After the conference participants will have access to a recording of how to perform the installation and links to the appropriate downloads. In addition template documents will be available that participants can use when managing projects. Outline First Part • Introduction to Moodle • System Requirements • Installation of a Web Server, database, and Moodle (Demo or Hands-on), • First steps in Moodle: Setting up courses, assigning lecturers, using resources and simple forms of grading students. (Demo or Hands-on) • Advanced teaching concepts and the constructivist approach of Moodle. Second Part • Vision Document • Choosing a platform and how to convince people (requirements analysis and evaluation) - Prototype installations • Planning the implementation • Possible options of introducing Moodle at a large university where many other smaller legacy platforms exists. Prerequisites Lecturers that need to quickly set up a personal e-learning platform for themselves or for few coworkers. (Part 1 of the tutorial) Inexperienced project managers or lecturers that have never managed large-scale implementation projects (Part 2 of the tutorial) Intended Experience Level Beginner Instructor Qualifications Dr. Edgar R. Weippl is assistant professor at the Vienna University of Technology and CEO of Security Research. His research focuses on applied concepts of IT-security and e-learning. Edgar has taught several tutorials on security issues in e-learning at international conferences, including ED-MEDIA 2003-2006 and E-Learn 2005. In 2005, he published Security in E-Learning with Springer. After graduating with a Ph.D. from the Vienna University of Technology, Edgar worked for two years in a research startup. He then spent one year teaching as an assistant professor at Beloit College, WI. From 2002 to 2004, while with the software vendor ISIS Papyrus, he worked as a consultant for an HMO (Empire BlueCross BlueShield) in New York, NY and Albany, NY, and for Deutsche Bank (PWM) in Frankfurt, Germany. An extended CV including all publications is available at www.ifs.tuwien.ac.at/~weippl. Tutorials are indicated by a T# and have a lecture/demonstration format. Workshops are indicated by a W# and are primarily hands-on sessions. We advise early registration for all Tutorials and Workshops due to limited space available. 6
PRE-CONFERENCE TUTORIALS & WORKSHOPS Monday, June 25, Morning, 8:30 AM – 12:00 NOON W1: Pervasive Gaming and Experiential Learning (bring your laptop) Robert Biddle & Claire Dormann, Carleton University, Canada Abstract This workshop will introduce a new geo-pervasive game that uses active learning and is suitable for many learning contexts. The game has two phases, one to explore and one to tell stories. The first phase involves exploration of an environment in small teams, using a set of cards to guide exploration in new ways and focus attention on multi-modal interaction. The second phase involves stories recorded in a community "wiki": a website that thus grows to be a kind of community atlas of the environment. The workshop will first introduce the theory of this kind of pervasive game, and describe our experience with the game in various learning environments. We will then play the game ourselves, using teams and our cards to explore the environment, and then collaborate to create an emergent atlas. Finally, we will work in small groups to brainstorm how the game could be applied to learning subjects and environments of interest to those in the workshop. Objectives 1. To Explain the Theory and Benefits of Pervasive Games in Learning. We will review the idea of pervasive games, give some examples from the literature, and show the connection to experiential learning. 2. To Learn and Experience a Pervasive Game First-Hand. We will introduce our adaptable pervasive game, facilitate play-testing of the game, and the creation of a community wiki atlas. After this experience, participants will be able to play the game in their teaching environments, as no special material is needed other than the cards and access to one of the many free wiki websites. 3. To Explore How To Adapt a Pervasive Game to New Learning Contexts. We will facilitate brainstorming on how to apply the game to teaching and learning environments of interest to participants. Outline We have hardly begun to explore the potential of games for education. The potential is not only in games which increase motivation and support learning, but also in games that engage players and involve participation in communities. Pervasive digital games are a new form of game that involves cyberspace, but extends the gaming experiences out into the world. In this workshop, we will present our own adaptable pervasive game based on experiential learning. Experiential learning theory defines learning as “the process whereby knowledge is created through the transformation of experience”. The design of our game is based on fundamental aspects of experiential learning: discovery and multi-sensory exploration, collaboration and social interaction, enhanced reflection through creation of urban stories or multi-sensory representations. The gameplay mechanics involve a very low tech but carefully-crafted team card game that is designed to enhance the motivation of the players. Players are divided into teams, and two teams play the game together with a deck of cards: one team plays while the other scores them. The deck of cards is composed of four sections: direction, theme cards, engagement cards and jokers. The results are documented in a “wiki community atlas”: a “wikipedia” of the community environment. The game experience takes players on a journey of personal evolution, which transforms the ways they understand the world. The creation, sharing and distribution of personal stories, and urban representations form a rich experience that is an important element of modern life emerging through the use of digital technologies. The workshop will consist of outlining the gameplay and game mechanics, playing-test the game as a group, and discussing our experience.We will then focus on a final session to brainstorm and identify opportunities for using the game in new teaching and learning situations of interest to workshop participants. Prerequisites 1. EXPERIENCE LEVEL: Any level. 2. PREREQUISITES: Familiarity with using the World-Wide-Web. Intended Experience Level Intermediate Instructor Qualifications Claire Dormann, BA (Psyc) MSc (Comp Sci) PhD (Communications): Research Associate, Carleton University, Ottawa, Canada. Dr. Dormann has a record of research and publications in educational technology, and hedonic factors and their role in games and learning. Her rich multi-disciplinary background highlights her commitment to bringing technology and human experience together in innovative ways. Dr. Dormann's paper on humour in computer games was honoured as one of the top ten papers in game studies for 2006. Robert Biddle, DipEd, BMath, MMath, PhD (Comp Sci): Professor of Human- Computer Interaction, Carleton University, Ottawa, Canada. Professor Biddle has a record of research on innovative technology and human experience documented in over 150 publications. He is on the editorial boards of a number of conferences and journals, and is the Program Chair for the 2007 International Wiki Symposium. Recent relevant collaborative publications: Dormann, C., Barr, P., & Biddle, R. (2006). Humour theory and videogames: Laughter in the slaughter. ACM SIGGRAPH Videogame Symposium. Boston, Massachusetts: ACM. Dormann, C., & Biddle, R. (2006). Humour in game-based learning. Learning, Media, and Technology, Vol. 31:4. pp. 411-424. Dormann, C., Woods, B., Cacquard, S., & Biddle, R. (2006). Cybercartography as a role playing game: From multiple perspectives to critical thinking. Cartographica, 41 (1). Greenspan, B., Dormann, C., Eaket, C., Cacquard, S., & Biddle, R. (2006). Live hypernarrative and cybercartography: You are here, now. Cartographica, 41 (1). Dormann, C., Fiset, J-P, Caquard, S., Woods, B., Hadziomerovic, A., Whitworth, E., Hayes, A., Biddle, R. (2005). Computer games as homework: How to Delight and Instruct. Home Oriented Informatics and Telematics Conference, April 13-15, 2005, University of York, United Kingdom. Woods, B., Whitworth, E. Hadziomerovic, A., Dormann, C., Fiset, J.P., Caquard, S., Hayes, A. &. Biddle, R. (2005). Repurposing a Computer Role Playing game for engaging learning, Proceedings of World conference on Educational Multimedia, and Hypermedia, Montreal, 27June -2 July 2005. Tutorials are indicated by a T# and have a lecture/demonstration format. Workshops are indicated by a W# and are primarily hands-on sessions. We advise early registration for all Tutorials and Workshops due to limited space available. 7
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June 25-29, 2007 Vancouver BC, Canada - Association for the ...

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