Copyright (c) 2010 All rights reserved. http://works.bepress.com/brett_shelton Recent documents in Brett E. Shelton en-us Thu, 02 Dec 2010 01:34:23 PST 3600 http://works.bepress.com/brett_shelton/24 http://works.bepress.com/brett_shelton/24 Tue, 30 Nov 2010 12:35:06 PST The tutor is an essential part of problem based learning (PBL). However, tutor characteristics and role are inconsistent. Meta-analysis was used to investigate both the role and training of PBL tutors as moderators of student learning. Weighted effect sizes were calculated on student outcomes with a modest favorable overall effect size for PBL; a vote count shows favorable results as well. Results indicate a mixture of peers and instructors do best when compared to peers and instructors alone. Tutor training appears to make a difference by itself, but when considered with tutor background, tutor training does not appear to moderate student learning. A framework for study factors and recommendations for future work are provided. Heather M. Leary http://works.bepress.com/brett_shelton/23 http://works.bepress.com/brett_shelton/23 Tue, 30 Nov 2010 12:35:05 PST "The Institute of Emergency Services & Homeland Security (IESHS) at Utah Valley State College (UVSC) and the Creative Learning Environment lab (CLE) at Utah State University are engaging in an effort to build an “Emergency Services Training Simulation” for the purposes of helping train emergency services personnel in the communications and procedures of emergency response.HEAT is an interactive 3D instructional computer game that will provide first responders to a fire with the necessary training and background to handle a similar scenario in a real-life environment professionally, safely, and effectively.Outside view of structure and firetruck in the environment. The first scenario of the game is based on an actual fire of a single story house. The maps, house and surrounding area is fictional and built from our team imagination. The game itself consists of several locations making up an emergency scene and supporting areas." Interdisciplinary Media Research Consortium http://works.bepress.com/brett_shelton/22 http://works.bepress.com/brett_shelton/22 Tue, 30 Nov 2010 12:35:03 PST We discuss the design, creation and implementation of an instructional game for use in a high school poetry class following a commitment to an educational game design principle of alignment. We studied groups of instructional designers and an interactive fiction computer game they built. The game was implemented in a 9th grade English classroom to see if the designed alignments were realized in the classroom. Results from observations and collected design artifacts suggest the alignment theory created extra challenges and rewards for the game designers. They encountered tensions between creating an exciting game-like atmosphere with inventive programming techniques while remaining loyal to the narrative structure and instructional goals. Game-play transcripts and interviews with middle school participants offered additional insights into the successes and failures of intentional efforts to bring about educational game alignment. Brett E. Shelton http://works.bepress.com/brett_shelton/21 http://works.bepress.com/brett_shelton/21 Thu, 01 Jul 2010 08:59:45 PDT This presentation was given at the 2009 Open Education Conference in Vancouver, BC. It shows how and why Utah State University chose to archive their OpenCourseWare. This was done in their Institutional Repository, DigitalCommons@USU. The presentation emphasizes the importance of the Open Education community to work with Librarians. Heather Leary http://works.bepress.com/brett_shelton/20 http://works.bepress.com/brett_shelton/20 Thu, 01 Jul 2010 08:59:44 PDT Problem based learning (PBL) is well known for the large amount of literature in Medical Education (Savery & Duffy, 1995). An essential part of PBL is the role of the tutor. With inconsistencies in the definition of an effective tutor, a systematic review of the literature in all disciplines is necessary. Meta-analysis (Cooper & Hedges, 1994) was used to investigate both content expertise and facilitator training of PBL tutors as moderators of student learning outcomes. Heather Leary Problem based learning http://works.bepress.com/brett_shelton/18 http://works.bepress.com/brett_shelton/18 Thu, 01 Jul 2010 08:59:43 PDT As 3D digital game–based learning (3D-DGBL) for the teaching of literature and history gradually gains acceptance, important questions will need to be asked regarding its method of design, development, and deployment. This article offers a synthesis of contemporary pedagogical, instructional design, new media, and literary-historical theories to articulate design guidelines for these types of game environments. From the synthesis emerges a discussion of critical components for the design of space, the virtual objects within it, and the needs of player-as-learner in synthetic worlds. Guidelines include preserving the otherness of the game world, supporting knowledge and social networks of learners in virtual spaces, and the importance of point of view with respect to situated contexts. This effort seeks to open a broader, multidisciplinary discussion on the design and use of 3D-DGBL in humanities curricula. D. Neville http://works.bepress.com/brett_shelton/19 http://works.bepress.com/brett_shelton/19 Thu, 01 Jul 2010 08:59:43 PDT There exists an increasingly attractive lure of using virtual reality applications for teaching in all areas of education, but perhaps the largest detriment to its use is the intimidating nature of VR technology for non-technical instructors. What are the challenges to using VR technology for the design and development of VR-based instructional activities, and what are the recommended approaches? This paper addresses the issues regarding identifying the appropriate techniques for integrating VR into traditional instructional design, and the considerations for development for non-technical educators. Recommendations are grounded within our own project involving virtual anesthesia. The discussion considers budgetary limitations, funding, and other factors. Kami Hanson http://works.bepress.com/brett_shelton/16 http://works.bepress.com/brett_shelton/16 Thu, 01 Jul 2010 08:59:42 PDT As a reaction to the growing number of teachers using games in their curricula and the corresponding increase in university courses aimed at teaching the design of effective instructional games, we introduced a panel at the recent 'Games, Learning and Society' conference in Madison, Wisconsin, in June 2006. This panel brought together a community of interested parties involved with teaching educational game design. We collaborated with attendees before the panel convened so that we could introduce resources such as syllabi, collections of readings, and discussions of theory in a wiki environment to which participants could contribute during the session. After the conference session, participants contributed a number of resources to the wiki, making it a useful resource for a specific community of users. We discuss in this article the rich contents of the wiki and its use since the panel session. We also provide some discussion of how this resource can be leveraged by online self-organizing social systems, which could enrich the wiki by referencing, reusing, and even remixing its contents. Shelley Johnson http://works.bepress.com/brett_shelton/17 http://works.bepress.com/brett_shelton/17 Thu, 01 Jul 2010 08:59:42 PDT I still remember vividly my experience with the big purple dinosaur. It didn't look friendly like Barney, though. This dinosaur actually looked like a purple T-rex that was poised and ready to bite me. Of course, this was a virtual dinosaur and existed as a 3D object in 3D space sitting among a very real and familiar environment of desk, chair, and walls. The dinosaur was part of an augmented reality experiment being conducted in the Human Interface Laboratory (HITLab) at the University of Washington. For me it was-and still is-a very interesting experience to see the real world when blended with virtual objects. As an educator, the potential for using this kind of technology for learning is what strikes me the most. Augmented reality as a science and practice has been receiving more and more attention recently as evidenced by articles in mainstream literature (see Feiner's Scientific American article *1) and the growing number of developers attending conferences dedicated to this kind of technology (see ISMAR 2002 *2). The term "augmented reality" (AR) has been used and misused to describe a wide variety of devices and people. But for the developers dedicated to creating and using it, the term is defined as a system of tools that allows a person to view one or more virtual 3D objects in the real-world environment. The virtual objects may be stationary or manipulated, seen on a large flat screen or in a heads-up display. AR technology allows for viewing things in a natural environment that otherwise would be impossible to show, such as labels on parts of an engine or forces on the poles of a magnet *3. Brett E. Shelton http://works.bepress.com/brett_shelton/15 http://works.bepress.com/brett_shelton/15 Thu, 01 Jul 2010 08:59:41 PDT What indeed, can we expect from our newest trend in education, implementing moving pictures and conversations with instruction through simulation games? Lewis Carroll's familiar narratives Alice's Adventures in Wonderland and Alice Through the Looking Glass provide helpful imagery for many of the queries, explorations and assumptions we currently make about this latest Wonderland of academia. So what are the goals for the designers and researchers of educational games, or perhaps more importantly, what should be the goals? Brett E. Shelton http://works.bepress.com/brett_shelton/14 http://works.bepress.com/brett_shelton/14 Thu, 01 Jul 2010 08:59:41 PDT Computer-supported coordinated care uses technology to aid the network of people who support an elder living at home. The authors conducted interviews with people involved in the care of elders to identify their needs and subsequently conducted an in situ evaluation of a technology probe to study how a CSCC system might help satisfy these needs. The authors used these results to identify challenges faced by people caring for elders and offer guidelines for designers of coordinated care technologies. Sunny Consolvo http://works.bepress.com/brett_shelton/13 http://works.bepress.com/brett_shelton/13 Thu, 01 Jul 2010 08:59:41 PDT This study followed the introduction of the Arthritis Source website into the existing teaching practices of Arthritis Foundation Helpline volunteers. The goal was to examine what factors may affect a particular group of educators adopt a potentially valuable Internet tool into an existing instructional environment. Defining the possible uses of the website in reference to the volunteers' actual job duties helped provide a clearer understanding of how the volunteers might use this new technology. The researchers used qualitative techniques to focus on three volunteers who experienced different physical, environmental and cognitive means that impacted their use of the new tool. Each volunteer experienced varying levels of motivation in areas of learning, satisfaction and responses to outside influences. Each volunteer also had varying amounts of opportunity prompts in which to interact or refer the website. Consequently, Helpline volunteers experienced different rates of adopting the information-intensive website into their traditional work system. Brett E. Shelton http://works.bepress.com/brett_shelton/12 http://works.bepress.com/brett_shelton/12 Thu, 01 Jul 2010 08:59:40 PDT The use, reuse, and remixing of commercial games has influenced the field of educational gaming. Part of this influence is felt though a number of popular game engines whose code has been released for the creation of games by other groups. This paper follows one group’s progress of using the open-source and highly successful commercial game engine Quake III. We modified Quake III using a number of techniques and resources to develop the educational game Voices of Spoon River (VOSR) 3D with the goal of teaching a work of classic poetry. We present the results of the design and development efforts through a discussion of the game play, and highlight specific changes Quake III has undergone. We present how we linked our instructional design model within the game activity. Finally, we offer insights on the difficulties, triumphs and suggestions on “what to watch out for” when undertaking such a project. Timothy Stowell http://works.bepress.com/brett_shelton/11 http://works.bepress.com/brett_shelton/11 Thu, 01 Jul 2010 08:59:39 PDT Perhaps the largest criticism of education research in general is that despite the thousands and thousands of empirical studies, presented and published work, relatively little impact has been made as a result in our schools. I worry that game research is already following the same tradition as educational research in general. The repetition of work previously done pervades the conference schedules. How many times have I attended a session claiming to have built “new guidelines” for the use of animation in education, or the evidence of “increases in motivation” associated with formal gaming activities, or the debate of what a definition for “game” should be? When will we learn from past mistakes and move beyond such trivia? Brett E. Shelton http://works.bepress.com/brett_shelton/10 http://works.bepress.com/brett_shelton/10 Mon, 06 Jul 2009 14:01:10 PDT The Institute of Emergency Services & Homeland Security (IESHS) at Utah Valley State College (UVSC) and the Creative Learning Environment lab (CLE) at Utah State University are engaging in an effort to build an “Emergency Services Training Simulation” for the purposes of helping train emergency services personnel in the communications and procedures of emergency response.HEAT is an interactive 3D instructional computer game that will provide first responders to a fire with the necessary training and background to handle a similar scenario in a real-life environment professionally, safely, and effectively. This is an image of the firefighter.This video is an overview of the project and the simulation. Interdisciplinary Media Research Consortium http://works.bepress.com/brett_shelton/8 http://works.bepress.com/brett_shelton/8 Fri, 01 May 2009 15:27:21 PDT This book, edited by Brett Shelton and David Wiley, is a view of models and simulations for education and research.Table of Contents1. In Praise of Epistemology - David Shaffer2. Six Ideas in Search of a Discipline - Richard Van Eck3. Building Bridges Between Serious Game Design and Instructional Design - Jamie Kirkley, Sonny Kirkley and Jerry Heneghan4. Layered Design in an Instructional Simulation - Andrew S. Gibbons and Stefan Sommer5. Designing Educational Games for Activity-Gaol Alignment - Brett E. Shelton6. "The Peripatos Could Not have Looked Like That," and Other Educational Outcomes From Student Game Design - Ryan M. Moeller, Jason L. Cootey, & Ken S. Mcallister7. The Quest Atlantis Project: A Socially-Responsive Play Space for Learning - Sasha Barab, Tyler Dodge, Hakan Tuzun, Kirk Job-Sluder, Craig Jackson, Ana Arici, Laura Job-Sluder, Robert, Carteaux Jr., Jo Gilbertson and Conan Heiselt8. Massively Multiplayer Online Gaming as a Constellation of Literacy Practices - Constance Steinkuehler9. Robust Design Strategies for Scaling Educational Innovations - Brian C. Nelson, Diane Jass Ketelhut, Jody Clarke, Ed Dieterle, Chris Dede and Ben Erlandson10. Building the Wrong Model: Opportunities for Game Design - Kenneth E. Hay11. Wherever You Go, There You Are: Place-Based Augmented Reality Games for Learning - Kurt D. Squire, Mingfong Jan, James Matthews, Mark Wagler, John Martin, Ben Devane, Chris Holden Brett Shelton http://works.bepress.com/brett_shelton/7 http://works.bepress.com/brett_shelton/7 Fri, 01 May 2009 15:27:21 PDT The Institute of Emergency Services & Homeland Security (IESHS) at Utah Valley State College (UVSC) and the Creative Learning Environment lab (CLE) at Utah State University are engaging in an effort to build an “Emergency Services Training Simulation” for the purposes of helping train emergency services personnel in the communications and procedures of emergency response.HEAT is an interactive 3D instructional computer game that will provide first responders to a fire with the necessary training and background to handle a similar scenario in a real-life environment professionally, safely, and effectively. This is an image of the firefighter. Interdisciplinary Media Research Consortium http://works.bepress.com/brett_shelton/5 http://works.bepress.com/brett_shelton/5 Fri, 01 May 2009 15:27:20 PDT The overwhelming success of the commercial game market has brought increased attention to emerging work in educational game design. Much of the existing work in educational games a strong similarity to the field of Problem-Based Learning (PBL), which has a rich history of conceptual literature as well as empirical investigations. Despite apparent similarities between the two fields, there has been no formal effort to explore the connections between them. This conceptual paper examines the basic tenants of PBL with an eye toward making prescriptive recommendations for the design and use of problem-based educational games. Examples within existing educational games are discussed in the context of PBL features and outcomes. Andrew Walker http://works.bepress.com/brett_shelton/6 http://works.bepress.com/brett_shelton/6 Fri, 01 May 2009 15:27:20 PDT In this course you will explore the question of what visualization is, and why you should use visualizations for quantitative data. In doing so, you will address theoretical concepts and examine case studies that show the importance of effective visualizations in real world settings.You will also look at how to interpret meanings in visualizations. Elements of cognitive science theory are addressed, and you will practice techniques to help with your interpretations. An additional objective will center on how to create meaning with your own visualizations, then examine appropriate forms for representation and also review design considerations.In the lab portion of the course the main objective is to expose you to a variety of common and different digital visualization software tools. You will also have an opportunity to become familiar with the different kinds of interfaces. Lab assignments will focus on providing practice using real-world data.Although software availability may change slightly, lab assignments will utilize the following software:Microsoft ExcelAdobe IllustratorArcViewSPSSMatLabCam StudioCMap Brett Shelton http://works.bepress.com/brett_shelton/4 http://works.bepress.com/brett_shelton/4 Fri, 01 May 2009 15:27:20 PDT The Institute of Emergency Services & Homeland Security (IESHS) at Utah Valley State College (UVSC) and the Creative Learning Environment lab (CLE) at Utah State University are engaging in an effort to build an “Emergency Services Training Simulation” for the purposes of helping train emergency services personnel in the communications and procedures of emergency response.HEAT is an interactive 3D instructional computer game that will provide first responders to a fire with the necessary training and background to handle a similar scenario in a real-life environment professionally, safely, and effectively. This is an image of an axe, used to enter into locked doors and windows, also used to open up the roof for smoke ventilation. Interdisciplinary Media Research Consortium