Educational Resource List

http://www.gamesforchange.org/

From the website: “Games for Change (G4C) provides support, visibility and shared resources to organizations and individuals using digital games for social change. This is the primary community of practice for those interested in making digital games about the most pressing issues of our day, from poverty to race and the environment.”

http://www.odlaa.org/events/2005conf/ref/ODLAA2005Lowe.pdf

Abstract: “Explanatory graphics are increasingly pervasive in online and other electronic learning environments. Static and animated graphics are especially attractive to those producing resources for the international education context. While use of a specific written or spoken verbal language may be an impediment to learning, graphics are widely regarded as universally accessible. They also have the potential to address aspects of learning that are particularly challenging for open and distance education. Traditional approaches based largely on textual information can be poorly suited to the learning of subject matter that is intrinsically visual in nature. Further, for content dealing with change over time (such as processes and procedures), static forms of information may be ill-matched to the learning task. In contrast, animated graphics offer a very direct way to explain topics that are both highly visual and intrinsically dynamic. Animations can be regarded as a way to overcome previous limitations inherent in open and distance learning. One possibility is that courses previously requiring a significant on-campus component for aspects involving processes and procedures could instead now be presented largely online. Current practice in online learning suggests that conventional wisdom assumes animated graphics to be intrinsically superior to both text and static graphics for the presentation of dynamic subject matter. However, quite contrary evidence is emerging from recent research on learning from animations. This paper examines the perceptual and cognitive challenges faced by learners when they interact with animations and presents research-based recommendations for improving the design quality and educational effectiveness of dynamic visualisations.”

Design recommendations (pp. 4-5):

• “a clear distinction should be drawn between possible affective and cognitive functions of animation in supporting learning (Lowe & Schnotz, in press)” : Don’t let the flashiness of animations distract the student from what should be noticed.
• “key aspects of the subject matter need to be portrayed in such a way that the learner’s attention is specifically directed towards them as required” : Don’t assume the student knows which part of the animation they should be looking at.
• Realistic animations are not always appropriate. The history of educational illustration shows that “Simplification and the gradual build up of information” is a useful feature.
• “animations should not be expected to function effectively in isolation” : Including audio narrative can be particularly helpful

http://www.editlib.org/index.cfm/files/paper_5858.pdf?fuseaction=Reader.DownloadFullText&paper_id=5858

Samaras, H., Giouvanakis, T., Bousiou, D., & Tarabanis, K. (2006). Towards a new generation of multimedia learning research. AACE Journal, 14(1), 3-30.

Abstract: “Empirical research regarding the impact of multimedia on learning can be traced back several decades before the largescale invasion of multimedia learning resources (like CDROM titles and Internet applications) into the educational field and originated from areas outside the educational community. Although the results are not decisive, two generations of multimedia research have contributed to establishing factors that influence effective multimedia design. We summarize the conclusions of the existing research, specifying key theoretical issues, research directions, and weaknesses associated with each generation. Emerging factors, which have begun constituting a third generation of multimedia design and learning research are discussed. Suggestions are made regarding future trends of multimedia design and learning research.”

Notes:

• “In our opinion media (and most likely multiple media) is undoubtedly capable of facilitating learning but this can only occur if it is selected, designed, and examined on the basis of a number of significant characteristics, some of which we will try to analyze next.”
• “Significant factors associated
  with efforts to reduce learner cognitive load are prior knowledge, schema
  formation, automation, and chunking.” (p. 13)
• “Media environments do not cause learning; active cognitive processing by the learner causes learning.” (p. 22)

http://www.marcprensky.com/default.asp

From the website: ” Marc Prensky is an internationally acclaimed speaker, writer, consultant, and designer in the critical areas of education and learning. He is the author of Digital Game-Based Learning (McGraw-Hill, 2001), the founder and CEO of Games2train (whose clients include IBM, Nokia, Pfizer, the US Department of Defense and the LA and Florida Virtual Schools) and creator of the sites www.dodgamecommunity.com and www.socialimpactgames.com.

“Marc has created over 50 software games for learning, including the world’s first fast-action videogame-based training tools and world-wide, multi-player, multi-team on-line competitions. He has also taught at all levels. Marc has been featured in articles in The NY Times and The Wall Street Journal, has appeared on CNN, MSNBC, PBS, and the BBC, and was named as one of training’s top 10 “visionaries” by Training magazine. He holds graduate degrees from Yale (Teaching) and Harvard (MBA).”

His popular “Digital natives, digital immigrants” article is available at this link: http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives, %20Digital%20Immigrants%20-%20Part1.pdf

http://www.dfilm.com/index_home.html

Provides “Movie Maker”, a (very, very cool) way to quickly make movies out of canned art. May be useful for student projects, particularly in lessons about narrative.

From the website: “In 1999, DFILM launched the MovieMaker, which let users create a short animated cartoon on a website and email it to their friends. MovieMaker was extremely viral - each person who received a movie would in turn create and send movies to 4 or 5 additional friends. As a result, the application became phenomenally popular, with over 2 million users creating movies in just the first month it was online. MovieMaker won several major web awards, was praised in places like the New York Times and Newsweek, and it was licensed to companies like Yahoo!, Sam Adams Beer, MisticTeas and the Sierra Club for use on their own sites.”