Adequate pedagogical approaches for integration of technology in the learning process create new opportunities for improving the quality of teaching and learning experiences, raising students' interest and motivation for the classroom activities at the same time. Game-based learning implemented with different technologies can utilize students' energy and enthusiasm for educational purposes. In order to increase the quality of experience of the learning process, elements of popular games (e.g., mobile games and augmented reality games) should be used in the educational context. This paper proposes methodological guideline that can be used for the integration of games in education. The methodological guideline defines the two steps process of creating educational games starting from students' attitudes and needs, and then incorporates educational outcomes. As a case-study augmented reality educational games platform was designed in order to illustrate the possibilities and benefits of the proposed approach.
Organizations, including the healthcare sector, are subject to changes in market, technology and regulations. This requires enhanced and different types of knowledge, and has led to an increased demand for adult higher education. However, the competencies required need to be met by the providers of higher education. This article presents a qualitative case study investigating the work relevance of an adult education study bachelor programme for middle managers of the public health sector in Norway. The paper explores how the education has shaped the interplay between the student/practitioner and his/her surroundings. The data in the study have been collected using in‑depth interviews. The case study showcases the potential impacts of higher education within public healthcare management in the workplace, also highlighting the factors that are predominant regarding the application and dissemination of formal knowledge in the workplace. The primary findings of this study are that there is an interplay between the form and content of the education, personal capabilities and individual characteristics of the student (employee/health manager), as well as an organizational maturity pertaining to knowledge‑management and the exposure to organizational innovation in the broader healthcare system. The case study contributes to the field of knowledge management issues by showing how a study programme can support the development of knowledge management practices in an organization, through focusing on the relevance pronounced through the management practices.
This electronic document is a "live" template and already defines the components of your paper [title, text, heads, etc.] The quiz-game Kahoot! is a Norwegian developed quiz game that is used in all countries in the world. At the Inland University of Applied Sciences, Kahoot! has been played in several classes and in different ways. This paper will present research at the elementary level both in Macedonia and in Norway. The research is based on an adapted version of the Education Games Evaluation Framework. The adaption is mainly due to it not being a computer game, but a quiz game.
There is an increased focus on relevance of higher education. Mostly it is about enhanced job opportunities or job advancements for the individual. However, relevance of higher education may also be towards solving important issues or problems at a workplace. There are some necessary preconditions as to how an educational activity becomes relevant. Firstly, the student must be capable to discover how generic knowledge and acquired skills may or may not apply to concrete situations at work. This requires experience, understanding of the norms and culture of the organisation and a certain form of practical intelligence. Secondly, the conditions at work place must be conducive to innovation and change in various ways. In this article, we present a case study where employee turnover and lack of effective training routines were a major efficiency constraint in a Norwegian firm. With constant competition, changes in markets and other factors that influence the sustainability of an organization, cutting costs, such as high turnover and the time from being newcomer to being fully operative in the job. The responsible for training activities in the firm realized that additional formal education at the higher education level was needed, and he decided to enrol in a Knowledge Management study program at The Inland Norway University of Applied Sciences in order to learn how he could improve knowledge management and learning processes of new employees at his workplace. The case study ultimately demonstrates how crucial the interplay between content and form of education on one hand and specific conditions facilitating changes and improvements at work on the other is for the relevance in formal higher education narrative.
Students learn best when they are active and engaged. Even when we combine asynchronous and synchronous communication, it is challenging to get the optimal levels of engagement and communication. A number of different ways of creating communication and interactivity have been tested out including mandatory on-campus seminars, small size groups of students, video conferencing with chat and teaching in real time. This paper presents a holistic approach to increase communication and engagement in online teaching by using the blended learning concept. The paper presents three different types of network models that combine synchronous and asynchronous communication. The methodological approach is mainly qualitative. The empirical data is mainly interviews and observations. The respondents are lectures who are teaching online. The theory this research rests on is theory on communication and relevant theory about online teaching. Findings and results are from Lervik's PhD work. The results show that the following conditions promote communication, dialogue and engagement in online teaching: compulsory campus meetings before starting online teaching, having small groups of students online, communicating through video conferencing with chat and teaching in true time. Blended learning will in this case be a combination of synchronous and asynchronous communication. The main findings of this research are that these lecturers conduct online education through three different network models. These three web network models vary with the aim of facilitating the flexibility of online students that combine work and study. A critical factor is to conduct on-campus seminars at the start of the education as this enables the teacher and students to get to know each other and develop the trust required to have the required involvement, engagement and communication. A high level of involvement and engagement will increase the learning outcome from the subsequent online teaching. The blend of learning opportunities provides the students with different approaches that can support different learning styles.
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