Kapp Notes

AUGUST 7, 2013

Also, here are some links that provide some additional information about what we discussed in the workshop. This can be explained by the fact that it is easier for students to figuratively ‘compartmentalize’ the information from the avatar when it was delivered by two distinct sources. This as reported by Fox and Bailenson (2009).

Resources 165

Resources Simulations Comparison Games 165

Kapp Notes

OCTOBER 25, 2012

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

Simulations 200

Simulations Resources Conference Comparison 200

Kapp Notes

MAY 17, 2013

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

ASTD 175

ASTD Slides Simulations Comparison 175

Kapp Notes

MARCH 22, 2013

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

ASTD 195

ASTD Simulations Authoring Tools Comparison 195

Kapp Notes

OCTOBER 3, 2012

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

Simulations 187

Simulations Resources Comparison Games 187

Knowledge Guru

MARCH 19, 2014

Retrieval Practice requires learners to recall information rather than simply re-read or re-listen to it. In fact, “the act of retrieving information from memory actually alters the retrieved memory by elaborating on the existing memory trace and/or creating additional retrieval routes. Med Educ 43: 1174–1181, 2009. [2]

Research 223

Research Cognitive Knowledge Lecture 223

Upside Learning

JUNE 24, 2009

Building Better Learning Games- Learning Visions, April 9, 2009. Marc Prensky – Twitch Speed, June 17, 2009. Using computer games in education- ThirdForce Blog, January 30, 2009. Digital games and learning gains (PDF), June 17, 2009. Examples from TWITCHSPEED.COM Digital Game-Based Learning, June 17, 2009.

Games 280

Games Resources Simulations PDF 280

Upside Learning

JUNE 24, 2009

Building Better Learning Games- Learning Visions, April 9, 2009. Marc Prensky - Twitch Speed, June 17, 2009. Using computer games in education- ThirdForce Blog, January 30, 2009. Digital games and learning gains (PDF), June 17, 2009. Examples from TWITCHSPEED.COM Digital Game-Based Learning, June 17, 2009.

Games 280

Games Resources Simulations PDF 280

Kapp Notes

JANUARY 25, 2012

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

TechKnowledge 198

TechKnowledge Simulations Resources Comparison 198

Kapp Notes

AUGUST 7, 2012

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

Simulations 160

Simulations Games Gamification Network 160

Kapp Notes

MAY 14, 2013

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

ASTD 150

ASTD Simulations Resources Comparison 150

Kapp Notes

APRIL 24, 2013

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

ASTD 150

ASTD Simulations Resources Comparison 150

Kapp Notes

OCTOBER 29, 2012

Here is a link to information about Stone Librande and his“One-Page Design” concept. This can be explained by the fact that it is easier for students to figuratively ‘compartmentalize’ the information from the avatar when it was delivered by two distinct sources. This as reported by Fox and Bailenson (2009). & Kim, Y.

Resources 155

Resources Simulations Comparison Slides 155

Kapp Notes

APRIL 11, 2013

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

Simulations 148

Simulations Resources Comparison Games 148

Kapp Notes

JULY 30, 2012

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

ASTD 155

ASTD Simulations Resources Comparison 155

Kapp Notes

MARCH 20, 2012

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

Simulations 165

Simulations Resources Comparison Virtual World 165

Kapp Notes

JUNE 9, 2011

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

Simulations 204

Simulations Resources Innovation Virtual World 204

Kapp Notes

NOVEMBER 17, 2010

Here is some information I compiled for my presentation at CSTD based on some studies. This can be explained by the fact that it is easier for students to figuratively ‘compartmentalize’ the information from the avatar when it was delivered by two distinct sources. This as reported by Fox and Bailenson (2009). & Kim, Y.

Simulations 189

Simulations Research Games Comparison 189

KnowledgeOne

JUNE 10, 2020

This faculty, which develops early in childhood, could, among other things, play a role in the acquisition of information useful for survival. Humour can also help retain information ( Ziv, 1988 ). Humour can be said to be a form of communication that occupies a special place in the lives of human beings.

Cognitive 59

Cognitive Augmented Reality Classroom Learning 59

KnowledgeOne

SEPTEMBER 10, 2020

Actively process information: take a global view of learning, find and organize resources, analyze, identify key concepts, make links between knowledge, etc. Synthesis based on Marton and Säljö, 1976; Rhem, 1995; Wolfs, 1998; Cossette and Larue 2005; Biggs, 2007; Larue and Hrimech, 2009).

eLearning Strategy 59

eLearning Strategy Strategy Cognitive Augmented Reality 59

Kapp Notes

JUNE 16, 2011

Hope everyone got some useful information for designing games and simulations for learning. This can be explained by the fact that it is easier for students to figuratively ‘compartmentalize’ the information from the avatar when it was delivered by two distinct sources. This as reported by Fox and Bailenson (2009). & Kim, Y.

Simulations 154

Simulations Resources Comparison Virtual World 154

Kapp Notes

MARCH 22, 2013

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

ASTD 119

ASTD Simulations Authoring Tools Comparison 119

Roundtable Learning

OCTOBER 28, 2021

Year Founded : 2005. Year Founded : 2009. Founded in 2015, Groove Jones specializes in building interactive, engaging, and informative experiences for their clients. For pricing information upfront. We are pleased to answer this question for you. Location : Newport Beach, CA. Specialties : . Mobile Development.

Augmented Reality 52

Augmented Reality Providers Case Study Blended Learning 52

Kapp Notes

SEPTEMBER 9, 2011

Games provide feedback and corrective information to learners seamlessly. This can be explained by the fact that it is easier for students to figuratively ‘compartmentalize’ the information from the avatar when it was delivered by two distinct sources. This as reported by Fox and Bailenson (2009). Reference: Baylor, A.

Resources 154

Resources Simulations Comparison Press 154

Integrated Learnings

MAY 30, 2012

So, it can also be effective to prompt learners to relate information to other personal experiences; the idea is to prime the schema for new content. Has schema theory helped inform the way you design eLearning? Schema theory also supports the effectiveness of stories and scenarios in learning. If so, please share your two cents.

Theory 133

Theory Design eLearning Instructional Design 133

Kapp Notes

MAY 3, 2017

What we missed on the mission is provide in the information below (and in the slides above). Here is the complete list of the information related to creating learner engagement. Curiosity is evoked by providing an optimal level of informational complexity and a novel and exciting game space. Reynolds, J. Swallow, K.

Resources 114

Resources Cognitive Games Learning Objects 114

Web Courseworks

NOVEMBER 20, 2009

He successfully sold his business in 2005 and formed Tagoras, a consulting and research firm in 2009 with his wife Celisa. This new venture stemmed from what he saw as an important need for information in the association sphere. The Association LMS Report provides several benefits for technology or education managers.

Association Learning Management System 113

Association Learning Management System Association LMS Association LMS 113

Jane Hart

AUGUST 2, 2011

Presentation slidesets at sites like Slideshare , that provide useful information on a topic, e.g. 8 reasons why you should focus on informal and social learning. When interviewed by SocialMedi.biz in 2009, and answering concerns about the use of a wiki in an organisation, Josh reported.

Wiki 228

Wiki MediaWiki Wikipedia Performance Support 228

Obsidian Learning

MARCH 11, 2015

Building on the concept of communities of practice , Etienne Wenger (2009) has proposed a social theory of learning. George Siemens (2005) has proposed a learning theory called connectivism. This theory extends learning to include knowledge gained by means of informal networks among people and from digital information available online.

Social Learning 40

Social Learning Social Social Networks Trends 40

KnowledgeOne

SEPTEMBER 18, 2019

The learner feels compelled to perform a task or memorize information, and this exercise appears as a goal in itself. The learner is limited to reproducing information, to reaching the minimum threshold required to pass a course. The learner receives information in order to reproduce it. Good to know. Beware of myths.

Diversity Training 40

Diversity Training Simulations Learning Research 40

KnowledgeOne

FEBRUARY 22, 2024

. “Far from divorcing emotions from thinking, the new research collectively suggests that emotions, such as anger, fear, happiness, and sadness, are cognitive and psychological processes that involve the body and mind (Barrett, 2009; Damasio, 1994/2005; Damasio et al.,

Cognitive 52

Cognitive Social Digital Simulations 52

CLO Magazine

FEBRUARY 6, 2020

In 2005, Microsoft created the Xbox 360 Gamerscore system. Foursquare, the social networking service, launched in 2009, and used badging as a marketing tactic to drive user engagement. Sharing this information would advance the flow of marketplace talent, he added. During the early 2000s, badges expanded into the digital world.

Digital 94

Digital Social Networks Alternatives Report 94

Steve Howard

SEPTEMBER 27, 2009

Home About Steve Howard’s eLearning ++ Blog Thoughts, news, observations from a guy working in eLearning and obsessed by tech Feeds: Posts Comments How to hide the playbar in Captivate 4 using Actions January 25, 2009 by stevehoward999 Information about using the new actions and variables features in Captivate 4 is a little sparse right now.

Captivate 40

Captivate Adobe Captivate Blogging Adobe 40

SHIFT eLearning

MARCH 11, 2014

Twenty-first century learning is not confined to a geographical location, or a particular space designated for learning purposes,” explained Colley & Stead, 2009. Mobile devices are always on, close at hand, and connected, meaning employees are ready to access relevant information at any time. 3) Mobile learning saves time.

Mobile Learning 110

Mobile Learning Mobile Adoption Adopt 110

KnowledgeOne

NOVEMBER 23, 2022

This information will help the provider implement a personalized, multidisciplinary, patient-centred pain management strategy.” Johnson, 2005)) because of its immersive property, encompassing a patient’s visual and auditory processing and even physical actions, which, in theory, demand more attention (Mahrer and Gold, 2009).

Management 98

Management Cognitive Virtual World Brain 98

Coassemble

OCTOBER 16, 2020

It can be difficult to learn what information is correct when finding a solution for your training needs. As we said above, it’s difficult to find a singular (and factual) piece of information on what is eLearning. The study reviews times from 2003, 2009, and 2017. In 2009, this jumped to 114 hours. What is eLearning?

Blended Learning 52

Blended Learning Authoring Tools Corporate eLearning eLearning 52

Living in Learning

AUGUST 6, 2009

Josh also shared that his company’s research showed a dramatic increase in the use of informal learning. That tells me informal or non-formal learning are not flotsam. It is a “formalization” of informal learning, or to use Lance’s term – non-formal learning. Granted it was 2005, but man!

Blended Learning 100

Blended Learning Diversity Training Social Networks Training 100