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Aesthetics and Design for Game-based Learning

Aesthetics and Design for Game-based Learning provides learning designers with insight into how the different elements that comprise game aesthetics can inform the design of game-based learning. Regardless of the cognitive complexities involved, games are essentially entertainment media, and aesthetics play a large role in how they are experienced. Yet too often the role of aesthetics in the research about game-based learning has been relegated to a surface discussion of graphics or neglected altogether. Aesthetics and Design for Game-based Learning begins by addressing the broad context of game aesthetics, then addresses specific elements with chapters focusing on: player positioning game mechanics narrative design environment design character design. Each chapter includes research and guidelines for design, and a conclusion addresses aesthetics in the research of game-based learning.

The purpose of this chapter is to discuss modes of inquiry into game-based
learning that present alternatives to science-based methods of inquiry:
connoisseurship and criticism. This chapter begins with a discussion of
connoisseurship. This section is followed by a discussion of educational criticism
for game-based learning. The chapter concludes with a short discussion of
qualitative criticism as a means of integrating arts-based and science-based
modes of inquiry. Connoisseurship ...

Text-based Learning and Reasoning

Studies in History

History is both an academic discipline and a school subject. As a discipline, it fosters a systematic way of discovering and evaluating the events of the past. As a school subject, American history is a staple of middle grades and high school curricula in the United States. In higher education, it is part of the liberal arts education tradition. Its role in school learning provides a context for our approach to history as a topic of learning. In reading history, students engage in cognitive processes of learning, text processing, and reasoning. This volume touches on each of these cognitive problems -- centered on an in-depth study of college students' text learning and extended to broader issues of text understanding, the cognitive structures that enable learning of history, and reasoning about historical problems. Slated to occupy a distinctive place in the literature on human cognition, this volume combines at least three key features in a unique examination of the course of learning and reasoning in one academic domain -- history. The authors draw theory and analysis of text understanding from cognitive science; and focus on multiple "natural" texts of extended length rather than laboratory texts as well as multiple and extended realistic learning situations. The research demonstrates that history stories can be described by causal-temporal event models and that these models capture the learning achieved by students. This text establishes that history learning includes learning a story, but does not assume that story learning is all there is in history. It shows a growth in students' reasoning about the story and a linkage -- developed over time and with study -- between learning and reasoning. It then illustrates that students can be exceedingly malleable in their opinions about controversial questions -- and generally quite influenced by the texts they read. And it presents patterns of learning and reasoning within and between individuals as well as within the group of students as a whole. By examining students' ability to use historical documents, this volume goes beyond story learning into the problem of document-based reasoning. The authors show not just that history is a story from the learner's point of view, but also that students can develop a certain expertise in the use of documents in reasoning.

Our effort in this book is to examine the learning of a small piece of history as a
problem of cognition. History is both an academic discipline and a school subject
matter. As a discipline, it fosters a systematic way of discovering and evaluating
the events of the past. As a school subject matter, American history is a staple of
middle grades and high school curricula in the United States. And, in higher
education, it is part of the liberal arts education tradition. Its role in school
learning ...

A Practical Guide to Problem-Based Learning Online

Problem-based learning online is a burgeoning area, crying out for support in all the disciplines, but particularly health, medicine, education and social care that are already advanced users of problem-based learning in higher education. This book provides highly grounded research based ways for those wanting to change problem-based learning modules and programs from face to face to online approaches, as well as those who have developed e-learning components but who want to adopt problem-based methods. Providing an overview of the current state of problem based learning online, it examines why we're moving from fact to face to online provision, considers existing forms of provision, outlines common mistakes and strategies to avoid future problems, and shows how to effectively facilitate learning. Illustrated by mini case studies and examples of international projects, it provides guidance on effective design, online collaboration and group dynamics, and explores the common, and complex, decisions faced when choosing which form of problem-based learning to adopt. Including practical information and resources for games and activities, scenarios of problem-based learning in the different disciplines, advice for supporting staff and students, and effectively evaluating the tools, skills and pedagogy needed for learning, this book is an essential guide for all practitioners involved in the design and delivery of problem based learning online.

It will also be useful for those who have developed e-learning components and
who want to adopt problem-based methods. Using electronic means to deploy
problem-based learning within higher education is an area needing more
support in all disciplinary areas, but particularly in health, medicine, education
and social care, since these are already advanced non-online users of problem-
based learning in higher education. This introduction sets the scene for the book
as a whole by ...

The Challenge of Problem-based Learning

Problem-based learning is a way of constructing and teaching courses using problems as the stimulus and focus for student activity. This edition looks at the topic in the light of changes since the first edition (1991). There are new chapters on the impact of PBL, and inquiry and action learning.

Introduction Is it possible to provide a prescription of what is and is not
problembased learning? We suggested in Chapter 1 that it is possible to do so at
the most basic level. Problem-based learning is an approach to structuring the
curriculum which involves confronting students with problems from practice which
provide a stimulus for learning. However, there are many possible forms that a
curriculum and process for teaching and learning might take and still be
compatible with this ...

Web-Based Learning

Theory, Research, and Practice

Web-Based Learning: Theory, Research, and Practice explores the state of the art in the research and use of technology in education and training from a learning perspective. This edited book is divided into three major sections: *Policy, Practice, and Implementation Issues -- an overview of policy issues, as well as tools and designs to facilitate implementation of Web-based learning; *Theory and Research Issues -- a look at theoretical foundations of current and future Web-based learning; the section also includes empirical studies of Web-based learning; and *Summary and Conclusions -- highlights key issues in each chapter and outlines a research and development agenda. Within this framework the book addresses several important issues, including: the primacy of learning as a focus for technology; the need to integrate technology with high standards and content expectations; the paucity of and need to support the development of technology-based curriculum and tools; the need to integrate assessment in technology and improve assessment through the use of technology; and the need for theory-driven research and evaluation studies to increase our knowledge and efficacy. Web-Based Learning is designed for professionals and graduate students in the educational technology, human performance, assessment and evaluation, vocational/technical, and educational psychology communities.

Kenneth E. Lane CaliforniaStateUniversity,San Bernardino StephenHull
California State University, San Bernardino The introduction of the World Wide
Web several years ago presented many exciting opportunities andchallenges for
learning institutions. In the dotcom heyday, some described scenarios where
alltraining would occur online and brickandmortar institutions would at best
consolidate to a bestofbreed. Justas eToysdidnotreplace ToysRUs
inthecommercial world, elearning ...

Web-Based Learning in K-12 Classrooms

Opportunities and Challenges

Make sure your students get the most from their online learning experiences Even though nearly every K-12 public school in the United States has broadband Internet access, the Web’s vast potential as a teaching and learning tool has still not been realized. Web-based learning opportunities have been expensive, slow to develop, and time-consuming to implement, despite pressure on schools to adopt technology solutions that will cure their educational ills. Web-Based Learning in K-12 Classrooms: Opportunities and Challenges chronicles the up and downs of online learning and offers unique insights into its future, providing a comprehensive, curriculum-wide treatment of K-12 content areas (reading, science, mathematics, social studies), special education, counseling, virtual schools, exemplary schools, implementation issues, and educational Web sites. The Internet represents a powerful, complex set of technologies that offers your students access to unlimited knowledge—but that access doesn’t replace the human interactions found in classrooms. Placing a student in front of a computer monitor is a supplement to classroom learning, not a substitute for it. Academics and education professionals address questions surrounding the key issues involved in successfully incorporating the wide range of Web-based learning opportunities (formal courses, demonstrations, simulations, collaborations, searches) into the classroom, including technology, content, and implementation. Web-Based Learning in K-12 Classrooms examines: inquiry-based learning online interaction displaying student work online Internet accessibility for students with disabilities initiating school counselors into e-learning technologies the role of government in virtual schools Web-based schools in California, Virginia, Pennsylvania, Vermont, and Texas a 13-category classification system for online educational resources the ATLAS model for program implementation evaluations of more than 1,000 pieces of online information (articles, research, reports, news, and statistics) and 900 Web applications (tutorials, drills, games, and tests) with evaluation criteria Web-Based Learning in K-12 Classrooms is a vital resource for educators interested in online learning applications across the K-12 curriculum.

Leping Liu D. LaMont Johnson Web-Based Resources and Applications: Quality
and Influence SUMMARY. This paper evaluates the quality of two major types of
Web resources for K-12 education–information for research, and interactive
applications for teaching and learning. It discusses an evaluation on the quality of
1,025 pieces of Web information (articles, research reports, news, and statistics)
and 900 Web applications (tutorials, drills, games, and tests) used by K-12
teachers ...

The General Theory

Volume 2 Overview, Extensions, Method and New Developments

This second volume contains essays which relate to developments in Keynes' scholarship and theorizing in the years since his death and demonstrates the ongoing validity of the Keynesian tradition.

NOTES 1 The editors would like to thank the contributors to the volume, Grant
Belchamber and Jörg Bibow for their helpful and supportive comments on a draft
of the Introduction. 2 Keynes's suggestions for 'Footnotes to “The General Theory”
' Ch apt er 1 The Four Parts of the Theory: (a) Effective demand (b) The multiplier
(c) The theory of investment (d) The theory of interest 2 The analysis of effective
demand 3 The theory of interest regarded as the marginal efficiency of money 4
The ...

The Pure Theory of Capital

F. A. Hayek’s long-overlooked volume, was his most detailed work in economic theory. Originally published in 1941 when fashionable economic thought had shifted to John Maynard Keynes, Hayek’s manifesto of capital theory is now available again for today’s students and economists to discover. With a new introduction by Hayek expert Lawrence H. White, who firmly situates the book not only in historical and theoretical context but within Hayek’s own life and his struggle to complete the manuscript, this edition commemorates the celebrated scholar’s last major work in economics. Offering a detailed account of the equilibrium relationships between inputs and outputs in an economy, Hayek’s stated objective was to make capital theory "useful for the analysis of the monetary phenomena of the real world.” His ambitious goal was nothing less than to develop a capital theory that could be fully integrated into the business cycle theory.

The treatment in Chapters 17 and 18 of the rôle of psychic elements in the
determination of the rate of interest differs from the classical discussion of the
same questions as we find it in the writings of Böhm-Bawerk and his School in
three main points.1 Firstly, it stresses from the outset that there is not one single
significant rate of 'time preference' (at least for any given person), but that this rate
of time preference itself varies with the changes in the relative size of the present
and future ...

The General Theory

Keynes always intended to write 'footnotes' to his masterwork The General Theory, which would take account of the criticisms made of it and allow him to develop and refine his ideas further. However, a number of factors combined to prevent him from doing so before his death in 1946. A wide range of Keynes scholars - including James Tobin, Paul Davidson and Lord Skidelsky - have written here the 'footnotes' that Keynes never did.

THEORY. OF. THE. RATE. OF. INTEREST. M.S.. Lawlor. A REVISION OF
CHAPTER 14 OF THE GENERAL THEORY1 M.S. Lawlor writing as J.M. Keynes
As was noted at the beginning of The General Theory, the relationship of this
work to the tradition of economics that has dominated the literature since Ricardo
is difficult and controversial. The difficulty lies in the struggle to salvage and
utilize what is valuable and relevant in that tradition while redirecting our
attention to a different ...

The Theory of Interest

This book contains a critical analysis of the main theories of interest which have been published since B÷hm-Bawerk. The last part of the book gives an account of the author's own theory.The first part, which deals with the history of doctrines, discusses the theories of B÷hm-Bawerk, Wicksell, Akerman, and Hayek, authors who proceed from the assumption of stationary state.The second group of authors consists of Walras, Irving Fisher, and F. H. Knight, who assume a progressive economy in which net saving and investment occur.The third group of authors are those who stress the monetary factor. The central figure of this part is Keynes; but other authors, among them Patinkin, are also dealt with. The theories on the term structure of interest rates are discussed in the last part of the history of doctrines. The author's own theory deals with the problem of the interest rate first in terms of partial equilibrium analysis, whereby particular attention is paid to the influence of the banking system on the structure of interest rates.In the final chapter the author proceeds to expound the interest theory in the framework of general equilibrium analysis. A mathematical appendix concludes this book.Friedrich A. Lutz (1901-1975) taught economics at Princeton University for fifteen years before becoming Professor of Economics at the University of Zurich. He was also the president of the Mont Pelerin Society from 1964-1967.

speculative cash, determines the rate of interest for any given level of income; for
instance, the interest rate MP′ for income level Y′, MP′′ for income level Y
′, and so forth. Superficially, therefore, the interest rate appears to be a purely
monetary phenomenon determined by the demand for and supply of money. To
derive this downward slope of the LL-curve from the expectations as to the future
of the interest rate and then to determine the rate of interest with the aid of this
curve ...