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  1. Things to consider if you have to move your class online quickly.
    https://keepteaching.iu.edu
    by dnorman (2020-02-27)
  2. Ibrutinib is looking pretty promising, compared with BR.
    https://www.lls.org/sites/default/fil...Transcipts/transcript_nhl_3.29.19.pdf
    by dnorman (2019-12-12)
  3. > Our main findings are that shorter videos are much more en-gaging, that informal talking-head videos are more engaging,that Khan-style tablet drawings are more engaging, that evenhigh-quality pre-recorded classroom lectures might not makefor engaging online videos, and that students engage differ-ently with lecture and tutorial videos.

    Engagement measured as minutes watched and problems attempted after video
    https://quickthoughts.jgregorymcverry...view/079a00a9c477628d8e956fac27fb5894
    Tags: , , by dnorman (2019-12-08)
  4. use the episodes.xml as a type-specific feed in my site to generate a compliant podcast feed for iTunes etc.
    https://github.com/mattstratton/castanet
    Tags: , by dnorman (2019-12-04)
  5. Comments written in Markdown
    Users can edit or delete own comments (within 15 minutes by default).
    Comments in moderation queue are not publicly visible before activation.
    SQLite backend
    Because comments are not Big Data.
    Disqus & WordPress Import
    You can migrate your Disqus/WordPress comments without any hassle.
    Configurable JS client
    Embed a single JS file, 40kb (12kb gzipped) and you are done.
    Supports Firefox, Safari, Chrome and IE10.
    https://posativ.org/isso
    by dnorman (2019-11-28)
  6. touches on "empathy" in game design.

    Narrator: empathy is not a game.
    http://jadedid.com/blog/2018/09/27/em...-the-new-mission-decolonizing-empathy
    by dnorman (2019-11-08)
  7. Work-integrated learning is a model and process of curricular experiential education which formally and intentionally integrates a student’s academic studies within a workplace or practice setting. WIL experiences include an engaged partnership of at least: an academic institution, a host organization and a student. WIL can occur at the course or program level and includes the development of learning outcomes related to employability, personal agency and life-long learning.
    Below are the following types of WIL endorsed by CEWIL (2018) and their typical attributes:
    https://www.cewilcanada.ca/_Library/Rebrand_CEWIL/WIL-Def-Final.pdf
    Tags: , by dnorman (2019-11-04)
  8. Critically playing a game, and performing a close reading of a specific aspect of a game, are valid game analysis techniques. But these types of analyses don’t scale to the plethora of games available, and also neglect implementation aspects of the games which themselves are texts that can be analyzed. We argue that appropriate software tools can support research in game studies, allowing individual games to be read at the level of gameplay as well as the implementation level. Moreover, these tools permit analysis to scale in a similar fashion as distant reading allows for traditional texts, and be applied to an entire corpus of games. We illustrate these ideas using a corpus of games created using the Graphic Adventure Creator, a program first released in 1985 for a number of computing platforms. As a proof of concept, we have built a system called GrACIAS – the Graphic Adventure Creator Internal Analysis System – that we have used for both static and dynamic analysis of this corpus of games, effectively allowing them to be internally explored and “read.” Furthermore, our system is able to look for game solutions automatically and has solved over 60 game images to date, making the games accessible to researchers, but also people who may not be expert players or even able to understand the language the game uses.
    http://journals.sfu.ca/loading/index.php/loading/article/view/198
    Tags: by dnorman (2019-10-29)
  9. This study examined the impact of playing a sport video game on learning the sport as well as how the game may influence future intentions of watching or playing the sport. Utilizing American university students with little prior knowledge of cricket, this study employed a mixed-methods pre/post intervention design with randomized experimental (EG; n = 43) and control (CG; n = 46) groups. Results indicated that cricket knowledge significantly increased for the EG pre-test to post-test (p < .05, n^2 = 0.19; particularly regarding cricket rules, terminology, player positions, and field layout), while the CG did not significantly differ. A significant difference was also found between the EG and CG for interest in playing cricket (p < .05, n^2 = 0.9). Qualitative findings supported that video gaming motivated intentions to watch and play cricket. Sport video games can facilitate increased sport knowledge, sport appreciation, and intentions for future physical activity.
    http://journals.sfu.ca/loading/index.php/loading/article/view/194
    Tags: by dnorman (2019-10-29)
  10. -
    https://github.com/Jack000/Expose
    by dnorman (2019-10-23)

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