Izobraževalne igre

Cilj predmeta je , da študenti pridobijo poglobljeno znanje in razumevanje o digitalnih in izobraževalnih igrah, da jih bodo znali kritično vrednotiti in smiselno načrtovati njihovo uporabo za doseganje predvidenih učnih ciljev odprtem izobraževanju

Študenti bodo pridobili naslednje kompetence:

• poznavanje in razumevanje uporabe učnih iger za izobraževanje in usposabljanje,
• poznavanje različnih zahtev ciljnih tržnih in uporabniških skupin, omejitve različnih platform, etične in kulturne razlike.
• usposobljenost za kritično vrednotenje, izbiro in oblikovanje izobraževalnih iger prilagojeno zahtevam OI,
• sposobnost izbirati med obstoječimi izobraževalnimi igrami tiste, ki najbolje ustrezajo posameznim učnim scenarijem v akademskem, poslovnem ali drugem formalnem ali neformalnem izobraževanju.

Razumevanje osnovnih konceptov, strategij in didaktičnih modelov odprtega izobraževanja. Predpostavlja se sposobnost uporabe orodij za računalniško urejevanje vsebin, orodij za podporo komuniciranju in sodelovanju, pripravljenost na delo v interdisciplinarni skupini.

• Osnove digitalnih in izobraževalnih iger in kako jih lahko uporabimo za načrtovanje v OI.
• Teoretične osnove, modeli in metode učenja z igrami.
• Kritično vrednotenje izobraževalnih iger na osnovi pridobljenih izkušenj učenja z igrami.
• Ocenjevanje in vrednotenje ustreznih izobraževalnih iger glede na opredeljene učne cilje.
• Inovativni pristopi n najboljše prakse v izobraževalnih igrah.
• Koncepti učenja z izobraževalnimi igrami, sodelovalno in vzajemno učenje, personalizirano učenje; motivacijski pristopi, učenje kompetenc in spretnosti.
• Izbira ustreznih izobraževalnih iger z ozirom na učne cilje ter individualne, skupinske in organizacijske strategije učenja.

Podrobneje bodo predstavljene naslednje teme:
1. Teorija in terminologija iger
2. Učni modeli in mehanike iger
3. Tržišča, ciljne skupine in uporaba izobraževalnih iger
4. Retorični in etični pogledi na uporabo izobraževalnih iger
5. Platforme in orodja za oblikovanje izobraževalnih iger
6. Proces oblikovanja in izdelave digitalnih iger
7. Oblikovanje izobraževalne igre glede na strategijo in učne cilje v odprtem izobraževanju
8. Kritično vrednotenje izobraževalnih iger

Ob koncu predmeta bodo študenti:

• imeli dober pregled teoretičnih osnov, funkcionalnosti, terminologije in taksonomije e-iger,

• zmožni vrednotiti, preveriti in na osnovi lastnih izkušenj kritično oceniti nabor iger,

• zmožni vrednotiti in kritično oceniti razmerje med igrami, igranjem in učenjem v formalnih in neformalnih učnih okvirjih,

• zmožni oblikovati inovativne izobraževalne igre in aktivnosti, ki temeljijo na učenju s pomočjo iger, za lastno prakso.

• Dörner,R. Göbel,S. Effelsberg,W. & Wiemeyer, J. (2016) Serious Games: Foundations, Concepts and Practice. Springer International Publishing Switzerland. ISBN 978-3-319-40611-4. Katalog
• Iuppa, N & Borst, T (2006) Story and Simulations for Serious Games: Tales from the Trenches, Focal Press E-gradivo
• Juul, J. (2013). The art of failure : an essay on the pain of playing video games. Cambridge, Mass., MIT Press. Katalog E-gradivo
• Michael, D & Chen, S. (2006). Serious Games: Games That Educate, Train, and Inform. Thompson Course Technology. E-gradivo
• Oates E. (2016) Learning and Designing with Serious Games: Crowdsourcing for Procurement. In: De Gloria A., Veltkamp R. (eds) Games and Learning Alliance. GALA 2015. Lecture Notes in Computer Science, vol 9599. Springer, Cham. https://doi.org/10.1007/978-3-319-40216-1_7
• Pivec, M. & Gründler, J. (Eds.) Proceedings of the 11th European Conference on Games Based Learning. ACPI: Reading, UK, 2017
• Ritterfeld, U., Cody, M., and Vorderer, P. Serious Games: Mechanisms and Effects. Routledge, London, 2009.
• Schell, J. (2014) The Art of Game Design: A Book of Lenses, Second Edition. CRC Press, Taylor & Francis Group. Katalog E-gradivo
• Whitton, N. (2010). Learning with digital games : a practical guide to engaging students in higher education. London, Routledge. Katalog E-gradivo

• Vmesne predstavitve, vaje; vrstniška- in samo-evalvacija • Projektno delo: uporaba teoretičnega znanja in ustreznih praktičnih pristopov

Chrissi Nerantzi je zaposlena kot izredna profesorica za izobraževanje na School of Education, University of Leeds v Združenem kraljestvu. Med drugim je vodja pobude Knowledge Equity Network in akademska vodja pobude Discover and Explore. Poučuje na magistrskem študiju digitalnega izobraževanja. Je tudi članica raziskovalnega centra za digitalno izobraževanje. Je izkušena moderatorka, ki uporablja nove pristope, vključno z igro, ustvarjanjem in pripovedovanjem zgodb, da bi spodbudila interakcijo in sodelovanje. Njeni raziskovalni interesi se nanašajo na odprto izobraževanje, ustvarjalnost in inovacije pri učenju in poučevanju, na teh področjih pa je veliko objavljala. Njena doktorska disertacija je s področja odprtega medinstitucionalnega akademskega razvoja s poudarkom na čezmejnem sodelovalnem učenju v teh okoljih (glej see https://chrissinerantzi.wordpress.com/phd/).
Ustanovila je vrsto uspešnih odprtih pobud za razvoj zaposlenih, soustvarila številne odprte izobraževalne vire in podprla vrsto odprtih izobraževalnih projektov. Odprta skupnost Creativity for Learning in Higher Education (#creativeHE) in mednarodni #LTHEchat, ki ju je soustanovila, sta dva takšna primera. Chrissi koordinira mentorje programa Odprto izobraževanje za boljši svet. Z ekipo odprte slikanice "Skupaj" je leta 2021 prejela nagrado OEGlobal Award for Open Innovation, leta 2022 je njena ekipa #creativeHE prejela Collaborative Award for Teaching Excellence s strani Advance HE, leta 2023 pa ji je National Teaching Repository podelil nagrado Open Education Champion.

Izbrane objave:

Dunbar-Morris, H., Nerantzi, C., Sharp, L. & Sidiropoulou, M. (2023) (In)dependent learning as explored in a cross-institutional collaborative project studying the perceptions of learning of ethnically diverse students. In: In: Fitzgerald, R., Huijser, H., Altena, S. & Armellini, A. (eds.) Addressing the ‘challenging’ elements of learning at a distance. Distance Education. Special Edition, https://doi.org/10.1080/01587919.2023.2198492

Bozkurt, A., Xiao, J., Lambert, S., Pazurek, A., Crompton, H., Koseoglu, S., Farrow, R., Bond, M., Nerantzi, C., Honeychurch, S., Bali, M., Dron, J., Mir, K., Stewart, B., Costello, E., Mason, J., Stracke, C. M., Romero-Hall, E., Koutropoulos, A., Toquero, C. M., Singh, L Tlili, A., Lee, K., Nichols, M., Ossiannilsson, E., Brown, M., Irvine, V., Raffaghelli, J. E., Santos-Hermosa, G Farrell, O., Adam, T., Thong, Y. L., Sani-Bozkurt, S., Sharma, R. C., Hrastinski, S., & Jandrić, P. (2023). Speculative Futures on ChatGPT and Generative Artificial Intelligence (AI): A collective reflection from the educational landscape. Asian Journal of Distance Education, 18(1), 53-130. http://www.asianjde.com/ojs/index.php/AsianJDE/article/view/709

Nerantzi, C., Sidiropoulou, M. P., Dunbar-Morris, H., Sharp, L., Farrell-Savage, K., Heard-Lauréote, K., Speight, S., Nawaz, R. & Ali, M. (2023) There are other fish in the sea: Open-up and connect. In: Harrison, M., DeVries, I., Morgan, T. & Paskevicious, M. (eds.) (2023) Re-think learning design. Critical learning design and the untextbook. https://rethinkld.trubox.ca/chapter/activation-there-are-other-fish-in-the-sea-open-up-and-connect/

Nerantzi, C. & Corti, P. (2023) The collaborative picture book format as an OER for socialisation, learning and assessment in higher education, in: Olivier, J. & Rambow, A. (eds.) (2023) Open Educational Resources in Higher Education: A Global Perspective. Future Education and Learning Spaces Series. Springer

Stracke, C. M., Sharma, R. C., Bozkurt, A., Burgos, D., Swiatek, C., Inamorato dos Santos, A., Mason, J., Ossiannilsson, E., Santos-Hermosa, G., Shon, J. G., Wan, M., Agbu, J.-F., Farrow, R., Karakaya, Ö., Nerantzi, C., Ramírez Montoya, M. S., Conole, G., Cox, G., & Truong, V. (2022). Impact of COVID-19 on formal education: An international review on practices and potentials of Open Education at a distance. The International Review of Research in Open and Distributed Learning. 23(4), 1-18. https://doi.org/10.19173/irrodl.v23i4.6120

Harkin, B., Yates, A., Wright, L. & Nerantzi, C. (2022) The Impact of Physical, Mental, Social and Emotional Dimensions of Digital Learning Spaces on Student’s Depth of Learning: The Quantification of an Extended Lefebvrian Model. In: International Journal of Management and Applied Research, Vol. 9, No. 1, pp. 50-73. https://doi.org/10.18646/2056.91.22-003

Nerantzi, C. & Atenas, J. (2022) A Healthy Assessment as Learning Diet: Bite-size, authentic and with an extended life span, in: Recipes for Success (Meaningful Assessment), Teaching Insights, Issue 2. Available at https://teachinginsights.ocsld.org/a-healthy-assessment-as-learning-diet-bite-size-authentic-and-with-an-extended-life-span-using-digital-portfolios-and-professional-discussion/ http://teachinginsights.ocsld.org/

Nerantzi, C. (2022) Towards defining uncreative teaching as an act of normalised open educational practice and the ethical sharing of pedagogical ideas. A provocation. In: International Journal of Open Schooling (IJOS), January 2022, Vol. 1, No. 1, pp. 53-68. https://www.nios.ac.in/media/documents/IJOS/articles/IJOS_Ch-13.pdf

Stracke, C.M.; Burgos, D.; Santos-Hermosa, G.; Bozkurt, A.; Sharma, R.C.; Cassafieres, C.S.; dos Santos, A.I.; Mason, J.; Ossiannilsson, E.; Shon, J.G. J. G., Wan, M., Agbu, J.-F., Farrow, R., Karakaya, Ö., Nerantzi, C., Ramírez Montoya, M. S., Conole, G., Cox, G., & Truong, V. (2022) Responding to the Initial Challenge of the COVID-19 Pandemic: Analysis of International Responses and Impact in School and Higher Education. Sustainability 2022, 14, 1876. https://doi.org/10.3390/su14031876

Nerantzi, C. & Atenas, J. (2021) Workshopping creatively online. In: Tasler, N., O’Brien, R, E. & Spiers, A. (eds.) (2021) Being creative in the face of adversity. The #creativeHE Annual 2021. Creativity for Learning in Higher Education Community, #creativeHE, DOI: https://doi.org/10.25416/NTR.17709860.v1 pp. 12-16.

Nerantzi, C. (2021) Gems, buds and slippers or what a series of visualisation tells us about the Learning and Teaching in Higher Education tweetchat (#LTHEchat). In: Open Scholarship of Teaching and Learning (oSOTL), Vol. 1(1), pp. 22-34, ISSN 2752-4116, available at https://osotl.org/?journal=osotl&page=article&op=view&path%5B%5D=6

Nerantzi, C., Chatzidamianos, G., Stathopoulou, H. & Karaouza, E. (2021) Human Relationships in Higher Education: The Power of Collaboration, Creativity and Openness. In: Journal of Interactive Media in Education, 2021(1), p. 26. DOI: https://doi.org/10.5334/jime.668

Stracke, C. M., Sharma, R. C., Swiatek, C., Burgos, D., Bozkurt, A., Karakaya, Ö., Ossiannilsson, E., Mason, J., Nerantzi, C., Agbu, J.-F., Ramírez Montoya, M. S., Shon, J. G., Inamorato dos Santos, A., Farrow, R., Wan, M., Santos-Hermosa, G., & Conole, G. (2021). How COVID-19 has an impact on formal education: A collective international evaluation of open education in distance learning. In Proceedings of the 14th Annual International Conference of Education, Research and Innovation (ICERI), Virtual, Spain, pp. 4270-4275. http://dx.doi.org/10.21125/iceri.2021.099 [Open Access]

Stracke, C. M., Bozkurt, A., Conole, G., Nascimbeni, F., Ossiannilsson, E., Sharma, R. C., Burgos, D., Cangialosi, K., Cox, G., Mason, J., Nerantzi, C., Agbu, J.-F., Ramírez Montoya, M. S., Santos-Hermosa, G., Sgouropoulou, C., & Shon, J. G. (2020). Open Education and Open Science for our Global Society during and after the COVID-19 Outbreak. In Proceedings of the Open Education Global Conference 2020 (s.p., 4 p.). https://doi.org/10.5281/zenodo.4275669 [Open Access]

Stracke, C. M., Bozkurt, A., Burgos, D., Mason, J., Ossiannilsson, E., Sharma, R. C., Wan, M., Agbu, J.-F., Cangialosi, K., Conole, G., Cox, G., Nascimbeni, F., Nerantzi, C., Ramírez Montoya, M. S., Sgouropoulou, C., Shon, J. G., Boulet, P., Inamorato dos Santos, A., Downes, S., Farrow, R., Proudman, V., Varoglu, Z., Weller, M., Xiao, J., Santos-Hermosa, G., Karakaya, Ö., Truong, V., & Swiatek, C. (2021, September 27 – October, 1). Global study on Open Education and Open Science: Practices, use cases and potentials during the COVID-19 pandemic and beyond. Open Education Global Conference 2021 (OE Global 2021, online). Université de Nantes, France. https://doi.org/10.5281/zenodo.5546182 [Open Access]

Costelloe, L., Nerantzi, C., O’Brien, E. , O’Sullivan, Í. and Reale, J. (2020) Development of a Shared Vision for Flexible Inter-Institutional Professional Development using the OOFAT Model, in: Buckley, C. and Nerantzi, C. (eds.) (2020) Exploring visual representation of concepts in Learning and Teaching in Higher Education, Special Issue, International Journal of Management and Applied Research, Vol. 7 No. 3, pp. 240-256, http://ijmar.org/v7n3/20-017.html

Nerantzi, C. (2019) Uncovering and discovering creative practices that foster student and staff engagement. in: Elkington, S., Westwood, D. and Nerantzi, C. (eds.) (2019) Creativity in Student Engagement, Special Issue of the Student Engagement in Higher Education Journal, Volume 2, Number 3, pp. 261-264, available at https://sehej.raise-network.com/raise/article/view/1010

Nerantzi, C. (2019) The role of crossing boundaries in collaborative open learning in cross-institutional academic development, In: Research in Learning Technology, Vol. 27, DOI: https://doi.org/10.25304/rlt.v27.2111

Nerantzi, C. (2018) The design of an empirical cross-boundary collaborative open learning framework for cross-institutional academic development, In: Open Praxis, Vol. 10, No. 4, October-December 2018, pp. 325-342, DOI: http://dx.doi.org/10.5944/openpraxis.10.4.907

Nerantzi, C. & Thomas B. E. (2019) What and who really drives pedagogic innovation? In: Elkington, S., Westwood, D. and Nerantzi, C. (eds.) (2019) Creativity in Student Engagement, Special Issue of the Student Engagement in Higher Education Journal, Volume 2, Number 3, pp. 234-260, available at https://sehej.raise-network.com/raise/article/view/1009

Nerantzi, C. & Gossman, P. (2018) Cross-boundary communities, an alternative vision for academic development, In: Compass Journal, London: University of Greenwich, Volume 11, No. 2. DOI: http://dx.doi.org/10.21100/compass.v11i2.800