Konference om digitalisering af læremidler med fokus på læringsspil

Konference om digitalisering af læremidler med fokus på læringsspil

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16. maj 2011 mødes forskere, politikere, undervisere og repræsentanter fra erhvervslivet til en konference om “Digitalisering af læremidler med fokus på læringsspil”. Det sker på DPU, Aarhus Universitet, i Emdrup.

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Konferencen markerer afslutningen på forskningsprojektet “Serious Games on a Global Market Place“, som i 2007 blev støttet af Det Strategiske Forskningsråd med 13 millioner kr.

Projektets forskere præsenterer forskningsprojektets kvantitative og kvalitative forskningsresultater og sætter forskningsresultaterne i et nationalt, og globalt perspektiv. 

Paneldebat
Konferencen afsluttes med en paneldebat i tidsrummet kl. 15.10-16.20, hvor politikere, interessenter fra dansk erhvervsliv, undervisningssektoren og forskningsinstitutioner er inviteret til at drøfte spørgsmålet ”Hvad skal der til, for at digitale læremidler og læringsspil bliver brugt i undervisningen?”

Konferencen henvender sig til forskere, undervisere, skoleledere, branche- og interesseorganisationer, beslutningstagere – alle som beskræftiger sig med it og medier i et læringsperspektiv.

Tid: 16. maj 2011 kl. 12.30-17.30
Sted: Festsalen, lokale A220, på DPU, Aarhus Universitet, Tuborgvej 164, 2400 København NV

Program for dagen

Pris: 130 DKK

Tilmelding senest 12. maj 2011

Shifting ontologies of a serious game and its relationships with English education for beginners

Just want to raise awareness of a series of papers to be published in a special issue of E-learning and Digital Media, Vol 8, issue 3, 2011.

The call for papers is copy-pasted below:

“Media: Digital, Ecological and Epistemological

Special issue of E-Learning and Digital Media, Editor Dr. Norm Friesen

Media today are everywhere. From educational gaming through portable e-texts to cell phones ringing in class, it seems we can’t escape. Nor can we live without media; instead, they form a kind of ecology that we inhabit. In addition, media have an epistemological function; they shape both what we know and how we come to know it: “Whatever we know about our society, or indeed about the world in which we live,” as Niklas Luhman observed, “we know through… media.”

Speaking of media in education suggests a range of possibilities that are different from what is suggested by educational technology (electronic, digital or otherwise). Describing computers and the Internet specifically as digital media casts their role not as mental tools to be integrated into instruction, but as “forms” and “cultures” requiring “literacies” or acculturation. In this way, speaking of media in education brings instructional environments more closely together with the world outside. Explorations of these terms and possibilities have been initiated by the likes of Marshall McLuhan, Neil Postman and Elizabeth Eisenstein, and they are also touched upon in research on media literacies. However, more recent theoretical developments and accelerated mediatic change –from blogging through networked gaming to texting and sexting– offer innumerable opportunities for further exploration.

This special issue of E-Learning and Digital Media invites contributions that focus on media, particularly digital media, and their ecological and epistemological ramifications. Specific topics may include:

• School and classroom as media (ecologies) and the changing world outside
• Digital challenges to media literacy and literacies
• Media socialization and media education
• Histories of media and education
• The epistemological character of (new) media”

To see the draft of table of contents for this special issue:  Issuecontents ELEA 8_3_proof

Our paper:

Publication: Research – peer review › Article

• Mikala Hansbøl
• Bente Meyer

• Forskningsprogram for Medier og IT i læringsperspektiv
• Department of Curriculum Research

This paper takes its point of departure in a language project, which is a subproject under the larger ongoing (2007-2011) research project Serious Games on a Global Market Place. The language project follows how the virtual universe known as Mingoville (http://www.mingoville.com/) becomes an actor in English education for beginners. The virtual universe provides an online environment for students beginning to learn English in schools and at home. This paper will focus on the shifting ontologies of Mingoville and teaching and learning situations in beginners’ English. This paper takes its point of departure in neither Mingoville as part of the media ecologies of the classroom, nor in the epistemological ramifications of Mingoville. Instead, it suggests that opening up the shifting ontologies of Mingoville (i.e. what mediates Mingoville and its relationships with doing beginners English) may offer a different and useful approach to understanding how Mingoville becomes a multiple actor. It reveals that such an actor both influences, and is influenced by, manifold constitutive entanglements involved in organizing English teaching and learning activities for beginners. Theoretically and methodologically, the paper, the empirical gatherings and analysis, are inspired by science and technology studies (STS) and actor-network-theory (ANT). The arguments and descriptions provided throughout the paper will focus on the shifting ontologies of Mingoville as it moves into, and out of, different teaching and learning situations of English for beginners.

Original language	English
Journal	E-Learning and Digital Media
Publication date	2011
Volume	8
Journal number	3
Number of pages	24
ISSN	1741-8887

Keywords

• English education for beginners, e-learning, Digital learning resources, Virtual worlds, primary and lower secondary school, media and ICT, ANT (Actor-Network-Theory), Entanglement approach, Relational Ontology, serious games, Educational technology research

APA

Hansbøl, M., & Meyer, B. (2011). Shifting ontologies of a serious game and its relationships with English education for beginners. E-Learning and Digital Media, 8(3).

Temanummer om It 2.0 – didaktiske og pædagogiske udfordringer

Dansk pædagogisk Tidsskrift, Institut for Pædagogik og Forskningsprogrammet Medier og IT i Læringsperspektiv, DPU inviterer til et debatmøde med forfatterne til temaet i nr. 4/2010 om

IT 2.0 – didaktiske og pædagogiske udfordringer

Temaet foldes ud ved oplæg af

• Mie Buhl: 2.0’erne – den sociale uddannelsespraksis. Om
  web 2.0, digitale artefakter og didaktik
• Jeppe Bundsgaard: Faglighed og digitale læremidler i undervisningen
• Thorkild Hanghøj, Mikala Hansbøl, Birgitte Holm Sørensen & Bente Meyer: Læringsspil, lærerroller og didaktisk design
• Tine Jensen: Interaktive tavler i skolen: Kontrol og kontroltab
• Morten Misfeldt: ’Forestillet læringsvej’ i IT-baserede pædagogiske udviklingsprojekter
• Thomas Duus Henriksen: Fra web 2.0 til læringsspil 2.0

Forfatterne præsenterer deres bidrag og diskuterer emnet med hinanden og med deltagerne i en bestræbelse på at levendegøre temaet og videreudvikle det.

Debatmødet finder sted onsdag den 5. januar 2011 kl. 16,30-19 i Festsalen, lokale A 222 på Danmarks Pædagogiske Universitetsskole, Tuborgvej 164, 2400 København NV

Der er fri adgang for alle interesserede

Yderligere oplysning om DpT på www.dpt.dk

Invitation (som meget gerne må distribueres): IT 2 0_poster

Poster and positioning paper from ECGBL 2010

I presented my Mingoville research at the 4th European Conference on Games-Based Learning on October 21-22 2010.

I have linked to my poster here: ECGBL_2010_poster_MH_240810. The poster was supplemented and further elaborated in a positioning paper to be found in Proceedings of the 4th European Conference on Games-Based Learning, pages 499-503.

Paper title: “Alternatives and Passages: English Teaching, Learning, and Mingoville”.

Abstract: While much research into serious games focus on following teaching and/or learning activities, and particularly the human and institutional actors involved in these, the central actors of game based learning research (i.e. the games) seldom get much attention (unless the focus is so-called “technological”). This brief positioning paper takes point of departure in an ongoing postdoc project following circulations and establishments of http://www.mingoville.com/, which is a virtual universe with game based elements developed for beginning English teaching and learning.  The paper presents a Science and Technology Studies (STS) and Actor-Network-Theory (ANT) inspired approach to researching emerging passages between beginning English teaching and learning and Mingoville.

Annual Night of Culture in Second Life

Tomorrow I am joining the Annual Night of Culture events in Second life. This interesting initiative is among other arranged by PhD student Marianne Riis aka Mariis in Second Life.

I was so fortunate to meet Mariis this afternoon in Second Life, where she briefly showed how she can change space so that in one moment it is a space for teaching and the next it is a Friday bar.

I find it very interesting that there seems to be an increase in arrangements of virtual/online conferences/conference activities using among other Second Life.

Today I recieved an invitation to virtual participation in next year’s AACE (Association for the Advancement of Computing in Education) conference.

This development within academia is definitely something I will pursue further, especially, as it could bring new options for gathering and engaging people from around the world in academic activities and research events, when viewed from an economic perspective.

The Nordic Virtual Worlds Network has published a series of interviews with experts on virtual worlds and the future of virtual worlds. These are available online and they are quite interesting.

See you in Second Life…

Mikala Afterthought (my Second Life resident name)