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Evolution of Videogames
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Katrin Becker
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Recommandé
This is my first crack at trying to describe Critical Thinking to Middle School math students.
Critical Thinking
Critical Thinking
St. Patrick's Episcopal Day School
The initial plans for my magazine project
Initial Plans
Initial Plans
WillYoung35
Diapositives utilitzades a l'aula de segon de batxillerat per explicar el tema
El sexenni democràtic. Espanya 1868 - 1874
El sexenni democràtic. Espanya 1868 - 1874
jescriva
A Methodology for Analyzing Design through the Behaviour of Games
Game Ethology 2
Game Ethology 2
Katrin Becker
CNIE 2008: A methodology for analyzing learning design in commercial digital games.
Instructional Ethology
Instructional Ethology
Katrin Becker
A presentation on video games as new media, given at the University of Westminster on 31 March 2008.
Just Another Meme Vector
Just Another Meme Vector
Edelman
Ian Bogost, Mia Consalvo, and Jane McGonigal present a curated list of the top 10 most interesting, surprising, and useful findings from game studies research over the past year. Presented at the 2009 Game Developers Conference
Game Studies Download 2009 - Top 10 Research Findings
Game Studies Download 2009 - Top 10 Research Findings
Jane McGonigal
How merciful is mercy killing? - GCSE Religious Studies (Philosophy .... The mercy killing brings its culprit face again and dragged everyone in .... Euthanasia or mercy killing Essay Example | Topics and Well Written .... Argumentative Essay About Mercy Killing - Do You Agree or Disagree With ....
Essay On Mercy Killing.pdf
Essay On Mercy Killing.pdf
Lory Holets
Recommandé
This is my first crack at trying to describe Critical Thinking to Middle School math students.
Critical Thinking
Critical Thinking
St. Patrick's Episcopal Day School
The initial plans for my magazine project
Initial Plans
Initial Plans
WillYoung35
Diapositives utilitzades a l'aula de segon de batxillerat per explicar el tema
El sexenni democràtic. Espanya 1868 - 1874
El sexenni democràtic. Espanya 1868 - 1874
jescriva
A Methodology for Analyzing Design through the Behaviour of Games
Game Ethology 2
Game Ethology 2
Katrin Becker
CNIE 2008: A methodology for analyzing learning design in commercial digital games.
Instructional Ethology
Instructional Ethology
Katrin Becker
A presentation on video games as new media, given at the University of Westminster on 31 March 2008.
Just Another Meme Vector
Just Another Meme Vector
Edelman
Ian Bogost, Mia Consalvo, and Jane McGonigal present a curated list of the top 10 most interesting, surprising, and useful findings from game studies research over the past year. Presented at the 2009 Game Developers Conference
Game Studies Download 2009 - Top 10 Research Findings
Game Studies Download 2009 - Top 10 Research Findings
Jane McGonigal
How merciful is mercy killing? - GCSE Religious Studies (Philosophy .... The mercy killing brings its culprit face again and dragged everyone in .... Euthanasia or mercy killing Essay Example | Topics and Well Written .... Argumentative Essay About Mercy Killing - Do You Agree or Disagree With ....
Essay On Mercy Killing.pdf
Essay On Mercy Killing.pdf
Lory Holets
GROUP 2007 presentation about varieties of collaboration.
A collaboration is a collaboration is a collaboration
A collaboration is a collaboration is a collaboration
John Thomas
Ethnography
Ethnography
Jeremy Pesner
Tasked with creating a market segmentation by clustering gamers based on latent factors and various psycho/demographics.
Clustering the Modern Gamer
Clustering the Modern Gamer
Gregory Zapata
Take 1 - a continuation of the blueprint
Gnothi Seauton – Take 1
Gnothi Seauton – Take 1
Som Nandivada
Video game ideas and innovative mechanisms to share with the worlds. Hoping to influence some future games. Feel free to contact me.
Innovative game and mechanisms
Innovative game and mechanisms
Michel Desjardins
Ascilite 2010 keynote "Everything I need to know I learnt from World of Warcraft": why we might need to start asking better questions about games, simulations and virtual worlds Like many areas of educational technology research, a lot of the work that focuses on games, simulations and virtual worlds consists of case studies that demonstrate proof of concept, enthusiastic position pieces or success stories. All of this is important: we need to know what sort of things we can use these technologies to do, so as to build a broader repertoire of teaching practices. However, this kind of focus neglects a range of other questions and issues that may prove more important in the longer term. For example, educational research about games typically emphasises the way that playing motivates players; it ignores how successful games (such as massively multiplayer online games) often feel like work, and it also glosses over the way that bringing a game inside the curriculum changes the way that 'players' relate to it. There are also inconsistencies in the way games are thought about: the idea that they cause violence is often criticised as over-simplistic, yet the idea that they cause learning isn't. In virtual worlds, opportunities to create new identities is widespread, but questions about how this relates to our embodied relationships are rarely asked. In simulations, 'realism' is celebrated - but this means that simulations will always be second best to actual experiences, and it ignores how groups can disagree about whether something is realistic or not. Across this work, the complexity of learning and teaching seems hidden by the desire to promote the value of these technologies. This talk will offer some examples of work that, in small ways, try to engage with these kinds of issue. Different priorities will be suggested, which invite a new kind of engagement with research and practice in this area.
"Everything I need to know I learnt from World of Warcraft": why we might nee...
"Everything I need to know I learnt from World of Warcraft": why we might nee...
Martin Oliver
In this dissertation, I explore the idea of designing "flexible game systems". A flexible game system allows players (not software designers) to decide on what rules to enforce, who enforces them, and when. I explore this in the context of digital card games and introduce two design strategies for promoting flexibility. The first strategy is "robustness". When players want to change the rules of a game, a robust system is able to resist extreme breakdowns that the new rule would provoke. The second is "versatility". A versatile system can accommodate multiple use-scenarios and can support them very well. To investigate these concepts, first, I engage in reflective design inquiry through the design and implementation of Card Board, a highly flexible digital card game system. Second, via a user study of Card Board, I analyze how players negotiate the rules of play, take ownership of the game experience, and communicate in the course of play. Through a thematic and grounded qualitative analysis, I derive rich descriptions of negotiation, play, and communication. I offer contributions that include criteria for flexibility with sub-principles of robustness and versatility, design recommendations for flexible systems, novel dimensions of design for gameplay and communications, and rich description of game play and rule-negotiation over flexible systems. A model of rule-negotiation is introduced as well as advancements in theory regarding unexpected use of software and socially-negotiated play.
Let's Play Our Way - Designing Flexibility into Card Game Systems - Gifford C...
Let's Play Our Way - Designing Flexibility into Card Game Systems - Gifford C...
Gifford Cheung
A game designer's perspective on the future of happiness.
Alternate Realities - Jane McGonigal Keynote SXSW 2008
Alternate Realities - Jane McGonigal Keynote SXSW 2008
Jane McGonigal
What new kinds of games will we play in the future, and what key knowledge and skills will game developers need to invent them? Futurist and game designer Jane McGonigal argues that over the next decade, games will become a powerful interface for managing our real work, organizing society, and optimizing our real lives. Increasingly, she predicts, game developers will be charged with the task of making people happier, smarter, friendlier, greener, and healthier -- and hundreds of millions of new gamers will be playing together at home, at school, at work, and everywhere in between. The result? Game design and development expertise will become a sought-after talent in virtually every industry and field, from Fortune 500 companies to top government agencies. Indeed, the future is brighter for game developers than ever before. But making games that aim to improve our quality of life and to re-invent society as we know it will require a new set of design skills and content expertise beyond what we traditionally teach in game programs. In this keynote, you'll find out the top five design competencies (such as 'technology foresight' and the ability to generate and measure 'participation bandwidth') and the five most important subject areas (such as positive psychology and mass collaboration) for this new class of reality-changing game developers. The key takeaway of this talk: We can live in any world we want but only if we teach the next generation of game developers what they need to know in order to imagine and make new and better realities.
Learning to Make Your Own Reality - IGDA Education Keynote 2009
Learning to Make Your Own Reality - IGDA Education Keynote 2009
Jane McGonigal
Ems - Summer I ’11 - T101 Lecture 15: Nic Matthews - Video games
Ems - Summer I ’11 - T101 Lecture 15: Nic Matthews - Video games
LindsayEms
Presented on 16 July 2013 at a Gamification Masterclass in Singapore. A brief history of gaming of all kinds, my personal history with videogames and 15 things we can learn and have learned from gamez. At least some of these "fine fifteen" should be a part of any game design, gamificiaton development or even online interactive content strategy.
How Videogames Have Helped My Life ... and Yours
How Videogames Have Helped My Life ... and Yours
Phillip Raskin
Stokes, Walden, O'Shea, Nasso, Mariutto and Burak_2015_Impact with Games
Stokes, Walden, O'Shea, Nasso, Mariutto and Burak_2015_Impact with Games
Nicole Walden
none
zbdigitaal_test
zbdigitaal_test
Edwin Mijnsbergen
Paper Writing Service http://HelpWriting.net/-Steps-In-Writing-A-Paper.-How-To-Write
Steps In Writing A Paper. How To Write An Expositor
Steps In Writing A Paper. How To Write An Expositor
Nicole Kathol
Mar. 25, 2018 - This is my philosophy and game studies presentation featuring the game, "Life is Strange (2015)," an episodic graphic adventure game developed by Dontnod Entertainment, and published by Square Enix, Feral Interactive, and Black Wing Foundation. The presentation explores the ethics of "Life Is Strange" using the following theories (from mathematics and philosophy): Chaos Theory; Butterfly Effect; Nietzsche's Eternal Recurrence Theory; Moral Dilemma. --------------------------------------------------------- This presentation was featured at the International Society for Technology in Education (ISTE) Games and Simulations Network live webcast on Mar. 25, 2018. The live webcast video was recorded and made available on Youtube, as well as made available in this presentation. Please feel free to watch the video while exploring the presentation.
Ethics and Games Series: Life Is Strange by Sherry Jones (Mar. 25, 2018)
Ethics and Games Series: Life Is Strange by Sherry Jones (Mar. 25, 2018)
Sherry Jones
Game theory
Game theory
Soumya Bilwar
Author can be found at: https://westengland.academia.edu/JoshJarrett
Regulating Play - J Jarrett
Regulating Play - J Jarrett
jjarr
Delivered at Casual Connect Europe 2019. This talk will provide a rapid-fire overview of the future of the mobile gaming industry and the potential impact “always on” gaming has on young gamers. We will discuss the balance between ethics, responsibility and making money; the influence of influencers; how governments are beginning to play a bigger role; and what this all means for game developers (content opportunities).
The Business of Family-Friendly Mobile Gaming | Brian Lovell
The Business of Family-Friendly Mobile Gaming | Brian Lovell
Jessica Tams
Dr. Russell James has revolutionized the way nonprofits approach marketing planned gifts. Using the latest scientific technology, Dr. James researches brain activity in fundraising prospects – specifically the prospects’ brain activity when they are solicited for traditional gifts vs. planned gifts. Register today to learn why traditional fundraising approaches backfire when marketing planned gifts, and how you can use this information to find more planned gifts today.
MarketSmart Inside the Mind of the Planned Giving Donor with Russell James
MarketSmart Inside the Mind of the Planned Giving Donor with Russell James
MarketSmart
These are the slides from my keynote presentation at MADLaT, 2014, on generations, games, and education. I describe what is said about generational differences and the top 10 reasons people say they "cannot" use games, and then present the research related to these as myths, facts, or something in between.
MADLat 2014 keynote
MADLat 2014 keynote
Richard Van Eck
This is a brief video I made that shows how genes can be passed on through 3 generations. You can see by the colours how much or how little of the grandparents can be passed on to the children. It is true that there are WAY more than 8 genes that get passed on, but it is a mistake to think that we always inherit EXACTLY 1/4 of our genes from each grandparent. The farther down the line we go, the more the //actual// percentages can vary.
Cross breeding animation
Cross breeding animation
Katrin Becker
This is a talk I did in 2003 (!), but it turns out that the ideas contained in this presentation are as relevant (and NOVEL?!) as they were 15 years ago. Please note: I DO NOT work for the University of Calgary any more. They do not deserve any credit for this work.
Assignments that Meet the Needs of Exceptional Students without Disadvantagin...
Assignments that Meet the Needs of Exceptional Students without Disadvantagin...
Katrin Becker
Contenu connexe
Similaire à Evolution of Videogames
GROUP 2007 presentation about varieties of collaboration.
A collaboration is a collaboration is a collaboration
A collaboration is a collaboration is a collaboration
John Thomas
Ethnography
Ethnography
Jeremy Pesner
Tasked with creating a market segmentation by clustering gamers based on latent factors and various psycho/demographics.
Clustering the Modern Gamer
Clustering the Modern Gamer
Gregory Zapata
Take 1 - a continuation of the blueprint
Gnothi Seauton – Take 1
Gnothi Seauton – Take 1
Som Nandivada
Video game ideas and innovative mechanisms to share with the worlds. Hoping to influence some future games. Feel free to contact me.
Innovative game and mechanisms
Innovative game and mechanisms
Michel Desjardins
Ascilite 2010 keynote "Everything I need to know I learnt from World of Warcraft": why we might need to start asking better questions about games, simulations and virtual worlds Like many areas of educational technology research, a lot of the work that focuses on games, simulations and virtual worlds consists of case studies that demonstrate proof of concept, enthusiastic position pieces or success stories. All of this is important: we need to know what sort of things we can use these technologies to do, so as to build a broader repertoire of teaching practices. However, this kind of focus neglects a range of other questions and issues that may prove more important in the longer term. For example, educational research about games typically emphasises the way that playing motivates players; it ignores how successful games (such as massively multiplayer online games) often feel like work, and it also glosses over the way that bringing a game inside the curriculum changes the way that 'players' relate to it. There are also inconsistencies in the way games are thought about: the idea that they cause violence is often criticised as over-simplistic, yet the idea that they cause learning isn't. In virtual worlds, opportunities to create new identities is widespread, but questions about how this relates to our embodied relationships are rarely asked. In simulations, 'realism' is celebrated - but this means that simulations will always be second best to actual experiences, and it ignores how groups can disagree about whether something is realistic or not. Across this work, the complexity of learning and teaching seems hidden by the desire to promote the value of these technologies. This talk will offer some examples of work that, in small ways, try to engage with these kinds of issue. Different priorities will be suggested, which invite a new kind of engagement with research and practice in this area.
"Everything I need to know I learnt from World of Warcraft": why we might nee...
"Everything I need to know I learnt from World of Warcraft": why we might nee...
Martin Oliver
In this dissertation, I explore the idea of designing "flexible game systems". A flexible game system allows players (not software designers) to decide on what rules to enforce, who enforces them, and when. I explore this in the context of digital card games and introduce two design strategies for promoting flexibility. The first strategy is "robustness". When players want to change the rules of a game, a robust system is able to resist extreme breakdowns that the new rule would provoke. The second is "versatility". A versatile system can accommodate multiple use-scenarios and can support them very well. To investigate these concepts, first, I engage in reflective design inquiry through the design and implementation of Card Board, a highly flexible digital card game system. Second, via a user study of Card Board, I analyze how players negotiate the rules of play, take ownership of the game experience, and communicate in the course of play. Through a thematic and grounded qualitative analysis, I derive rich descriptions of negotiation, play, and communication. I offer contributions that include criteria for flexibility with sub-principles of robustness and versatility, design recommendations for flexible systems, novel dimensions of design for gameplay and communications, and rich description of game play and rule-negotiation over flexible systems. A model of rule-negotiation is introduced as well as advancements in theory regarding unexpected use of software and socially-negotiated play.
Let's Play Our Way - Designing Flexibility into Card Game Systems - Gifford C...
Let's Play Our Way - Designing Flexibility into Card Game Systems - Gifford C...
Gifford Cheung
A game designer's perspective on the future of happiness.
Alternate Realities - Jane McGonigal Keynote SXSW 2008
Alternate Realities - Jane McGonigal Keynote SXSW 2008
Jane McGonigal
What new kinds of games will we play in the future, and what key knowledge and skills will game developers need to invent them? Futurist and game designer Jane McGonigal argues that over the next decade, games will become a powerful interface for managing our real work, organizing society, and optimizing our real lives. Increasingly, she predicts, game developers will be charged with the task of making people happier, smarter, friendlier, greener, and healthier -- and hundreds of millions of new gamers will be playing together at home, at school, at work, and everywhere in between. The result? Game design and development expertise will become a sought-after talent in virtually every industry and field, from Fortune 500 companies to top government agencies. Indeed, the future is brighter for game developers than ever before. But making games that aim to improve our quality of life and to re-invent society as we know it will require a new set of design skills and content expertise beyond what we traditionally teach in game programs. In this keynote, you'll find out the top five design competencies (such as 'technology foresight' and the ability to generate and measure 'participation bandwidth') and the five most important subject areas (such as positive psychology and mass collaboration) for this new class of reality-changing game developers. The key takeaway of this talk: We can live in any world we want but only if we teach the next generation of game developers what they need to know in order to imagine and make new and better realities.
Learning to Make Your Own Reality - IGDA Education Keynote 2009
Learning to Make Your Own Reality - IGDA Education Keynote 2009
Jane McGonigal
Ems - Summer I ’11 - T101 Lecture 15: Nic Matthews - Video games
Ems - Summer I ’11 - T101 Lecture 15: Nic Matthews - Video games
LindsayEms
Presented on 16 July 2013 at a Gamification Masterclass in Singapore. A brief history of gaming of all kinds, my personal history with videogames and 15 things we can learn and have learned from gamez. At least some of these "fine fifteen" should be a part of any game design, gamificiaton development or even online interactive content strategy.
How Videogames Have Helped My Life ... and Yours
How Videogames Have Helped My Life ... and Yours
Phillip Raskin
Stokes, Walden, O'Shea, Nasso, Mariutto and Burak_2015_Impact with Games
Stokes, Walden, O'Shea, Nasso, Mariutto and Burak_2015_Impact with Games
Nicole Walden
none
zbdigitaal_test
zbdigitaal_test
Edwin Mijnsbergen
Paper Writing Service http://HelpWriting.net/-Steps-In-Writing-A-Paper.-How-To-Write
Steps In Writing A Paper. How To Write An Expositor
Steps In Writing A Paper. How To Write An Expositor
Nicole Kathol
Mar. 25, 2018 - This is my philosophy and game studies presentation featuring the game, "Life is Strange (2015)," an episodic graphic adventure game developed by Dontnod Entertainment, and published by Square Enix, Feral Interactive, and Black Wing Foundation. The presentation explores the ethics of "Life Is Strange" using the following theories (from mathematics and philosophy): Chaos Theory; Butterfly Effect; Nietzsche's Eternal Recurrence Theory; Moral Dilemma. --------------------------------------------------------- This presentation was featured at the International Society for Technology in Education (ISTE) Games and Simulations Network live webcast on Mar. 25, 2018. The live webcast video was recorded and made available on Youtube, as well as made available in this presentation. Please feel free to watch the video while exploring the presentation.
Ethics and Games Series: Life Is Strange by Sherry Jones (Mar. 25, 2018)
Ethics and Games Series: Life Is Strange by Sherry Jones (Mar. 25, 2018)
Sherry Jones
Game theory
Game theory
Soumya Bilwar
Author can be found at: https://westengland.academia.edu/JoshJarrett
Regulating Play - J Jarrett
Regulating Play - J Jarrett
jjarr
Delivered at Casual Connect Europe 2019. This talk will provide a rapid-fire overview of the future of the mobile gaming industry and the potential impact “always on” gaming has on young gamers. We will discuss the balance between ethics, responsibility and making money; the influence of influencers; how governments are beginning to play a bigger role; and what this all means for game developers (content opportunities).
The Business of Family-Friendly Mobile Gaming | Brian Lovell
The Business of Family-Friendly Mobile Gaming | Brian Lovell
Jessica Tams
Dr. Russell James has revolutionized the way nonprofits approach marketing planned gifts. Using the latest scientific technology, Dr. James researches brain activity in fundraising prospects – specifically the prospects’ brain activity when they are solicited for traditional gifts vs. planned gifts. Register today to learn why traditional fundraising approaches backfire when marketing planned gifts, and how you can use this information to find more planned gifts today.
MarketSmart Inside the Mind of the Planned Giving Donor with Russell James
MarketSmart Inside the Mind of the Planned Giving Donor with Russell James
MarketSmart
These are the slides from my keynote presentation at MADLaT, 2014, on generations, games, and education. I describe what is said about generational differences and the top 10 reasons people say they "cannot" use games, and then present the research related to these as myths, facts, or something in between.
MADLat 2014 keynote
MADLat 2014 keynote
Richard Van Eck
Similaire à Evolution of Videogames
(20)
A collaboration is a collaboration is a collaboration
A collaboration is a collaboration is a collaboration
Ethnography
Ethnography
Clustering the Modern Gamer
Clustering the Modern Gamer
Gnothi Seauton – Take 1
Gnothi Seauton – Take 1
Innovative game and mechanisms
Innovative game and mechanisms
"Everything I need to know I learnt from World of Warcraft": why we might nee...
"Everything I need to know I learnt from World of Warcraft": why we might nee...
Let's Play Our Way - Designing Flexibility into Card Game Systems - Gifford C...
Let's Play Our Way - Designing Flexibility into Card Game Systems - Gifford C...
Alternate Realities - Jane McGonigal Keynote SXSW 2008
Alternate Realities - Jane McGonigal Keynote SXSW 2008
Learning to Make Your Own Reality - IGDA Education Keynote 2009
Learning to Make Your Own Reality - IGDA Education Keynote 2009
Ems - Summer I ’11 - T101 Lecture 15: Nic Matthews - Video games
Ems - Summer I ’11 - T101 Lecture 15: Nic Matthews - Video games
How Videogames Have Helped My Life ... and Yours
How Videogames Have Helped My Life ... and Yours
Stokes, Walden, O'Shea, Nasso, Mariutto and Burak_2015_Impact with Games
Stokes, Walden, O'Shea, Nasso, Mariutto and Burak_2015_Impact with Games
zbdigitaal_test
zbdigitaal_test
Steps In Writing A Paper. How To Write An Expositor
Steps In Writing A Paper. How To Write An Expositor
Ethics and Games Series: Life Is Strange by Sherry Jones (Mar. 25, 2018)
Ethics and Games Series: Life Is Strange by Sherry Jones (Mar. 25, 2018)
Game theory
Game theory
Regulating Play - J Jarrett
Regulating Play - J Jarrett
The Business of Family-Friendly Mobile Gaming | Brian Lovell
The Business of Family-Friendly Mobile Gaming | Brian Lovell
MarketSmart Inside the Mind of the Planned Giving Donor with Russell James
MarketSmart Inside the Mind of the Planned Giving Donor with Russell James
MADLat 2014 keynote
MADLat 2014 keynote
Plus de Katrin Becker
This is a brief video I made that shows how genes can be passed on through 3 generations. You can see by the colours how much or how little of the grandparents can be passed on to the children. It is true that there are WAY more than 8 genes that get passed on, but it is a mistake to think that we always inherit EXACTLY 1/4 of our genes from each grandparent. The farther down the line we go, the more the //actual// percentages can vary.
Cross breeding animation
Cross breeding animation
Katrin Becker
This is a talk I did in 2003 (!), but it turns out that the ideas contained in this presentation are as relevant (and NOVEL?!) as they were 15 years ago. Please note: I DO NOT work for the University of Calgary any more. They do not deserve any credit for this work.
Assignments that Meet the Needs of Exceptional Students without Disadvantagin...
Assignments that Meet the Needs of Exceptional Students without Disadvantagin...
Katrin Becker
A popular approach in teaching is what is being called “Teaching Out Loud”. The approach advocated by many of those who use the term is in many ways closer to “Teaching Boldly” (or “Teaching Loud”) than it is to Teaching out Loud. The idea is to advocate for the courage to try new things and to teach the ways students learn. While this is important, there is another approach that has received far less attention, but that is equally important, especially with adult learners. This approach is called the Teach Aloud Protocal (T.A.P.), and it draws inspiration from the “Think Aloud” idea in psychological and educational research. The basic idea is that the ‘subject’ says what they are thinking about as they complete a task. The goal is to learn about the thought processes the subject is using. Given that, “Teaching Aloud” should be about the teacher explaining their reasoning and thought processes while teaching. This presentation will relate the author’s experiences with this approach and discuss some of the implications of adopting a Teach Aloud Protocol in higher education courses.
T.A.P. : The Teach Aloud Protocol
T.A.P. : The Teach Aloud Protocol
Katrin Becker
“Familiarity can provide the misguided illusion of understanding. Assume nothing.” — Truth Devour, Wantin. Grading is one area of formal education that isn’t often interrogated. Compartmentalized scoring is the norm. Compartmentalized scoring is when portions of a student’s overall grade are tied to specific tasks. For example, we might allot 30% for assignments, 30% for the midterm exam, and 40% for the final exam. We don’t give it much thought. We should. If we agree that our primary goal as instructors is to help students master the course content to a defined level of competence, then how does compartmentalized grading support that goal? This workshop will present a simple alternative to the typical approach of compartmentalized grading: namely, cumulative scoring.
Misguided illusions of understanding
Misguided illusions of understanding
Katrin Becker
Many M.Ed. programs claim to incorporate signature pedagogies in their programs, which often include approaches such as inquiry-based, case-based, and problem-based learning, communities of learners, and more. Teacher education is unique among disciplines in that we are doing what we are teaching. Metateaching has been defined as thinking about teaching (Timpson 1999), but if metacognition is thinking about thinking, and a meta-language is a language about languages, then metateaching is in fact teaching about teaching. If we combine this with notions of signature pedagogies and the idea that we should be modeling what we are teaching, then what does this mean at the graduate level? It means that graduate instructors should themselves be modeling what they are teaching. Wouldn’t signature pedagogy in education be one that actually implements the theories and models being studied in order to teach those same theories and models? Shouldn’t it be one that employs experimental designs and invites the students (most of who are teachers) to examine the course design as it’s being taught? Wouldn’t it make sense to have the students have input into the design and/or teaching? This presentation will examine the common approach to teaching graduate level education courses - the seminar - and suggest an alternate approach that uses the theories and models being taught and where the teaching methodology matches the kind of work the participants will do when they graduate.
Signature pedagogy
Signature pedagogy
Katrin Becker
Just what do we learn from playing serious games? Especially common in games for learning is the notion that participants need to be able to win the game, but is it always necessary for the player to win in order to ‘get’ our message? In his studies of productive failure, Kapur (2008) has suggested that failure can be important to learning. Indeed, when we think back on our most memorable learning experiences we often find that these lessons are things learned through failure rather than success. Learning through failure is an effective way to help people learn how to cope with situations where there is no clear solution (Dorner, et al., 1990), and for certain kinds of messages negative messages delivered via games you can’t win may be more powerful than those you can. This presentation explores a class of games where ‘winning’ doesn’t look the way we expect it to look. Some games don’t allow players to win at all, in which case the ‘message’ is effectively a cautionary tale. The authors refer to these games as “games you can’t win”, and they form a distinctly different approach to game design (examples include: Sweatshop, Darfur is Dying, and September 12th). This presentation will examine the philosophical background of games in education, the design of serious games, and look at both accidental and deliberately designed unwinnable games and how this relates to learning objectives.
Virtue of Failure
Virtue of Failure
Katrin Becker
Videogames are interactive by nature - people proceed in games by doing things, and this experiential quality lies at the very core of game design. Without interaction, it isn’t a game. Videogames are popular precisely because of the experience - games designed for learning can do no less. However, to be feasible for use in formal educational settings, they must do more, and while we are making progress studying games in classrooms, there remain few structured approaches to analysing games that do not include classroom testing. This presentation will outline the author’s Four Pillars of Game-Based Learning and show using examples how they can be used to perform a structured analysis of both COTS and serious games to assess whether or not a game has potential for use in the classroom. These four pillars are: Gameplay - How is it as a game? Is it fun? Is it Interesting? How does it measure up esthetically? Educational Content - Are there one or more recognizable educational objectives, discernible either from the game itself or from the accompanying support materials. Teacher Support - Is there adequate teacher support to make viable for use in a formal setting? Balance - This section examines the game through the lens of the Magic Bullet model to see how well the various learning elements are balanced. Together these four pillars highlight the key issues associated with the use of games in the classroom.
4 Pillars of DGBL: A Structured Rating System for Games for Learning
4 Pillars of DGBL: A Structured Rating System for Games for Learning
Katrin Becker
In a recent online presentation Charles M. Reigeluth, he said that the future of Ed Tech would require a change of paradigm of pedagogy. Gamification is one such new pedagogy that can be implemented without the need for institutional systemic change. ‘Gamification’ is the use of game elements in non-game contexts and since the term’s first appearance in 2006, it has become a trending topic on many education forums. This presentation reports on the gamification of 2 university courses: one a grad-level education course and the other a freshman computer course. While many aspects of gamification are *not* new, some are, and when taken together create a pedagogy that could be one of Reigeluth’s different paradigms. His requirements for a new paradigm includes a requirement for attainment-based, continuous student progress that is learner-centered, personalized, and self-directed. Gamification, done right, is all those things. The Gamification Paradigm includes: Strict cumulative grading. More tasks to choose from than needed for a perfect score. Flexible path through content to demonstrate objectives. Attainment-base student progress. Criterion-referenced assessment. The presentation will explain the structure of the courses that were taught, highlight successes and failures, and conclude with strategies that can be used to incorporate meaningful gamification into existing courses.
Gamification paradigm
Gamification paradigm
Katrin Becker
"There are some things you learn best in calm, and some in storm." Willa Cather (1915) In this community, the claim that all games are simulations, but not all simulations are games does not seem especially radical. When you look under the hood of a modern simulation or videogame, you see pretty much the same stuff. It hardly seems worth a second thought. We all know that simulation has been at the very core of computer development since the very beginning, and we’ve applied what we know to games for almost as long. Nevertheless, with a very few exceptions, what the rest of the world knows of simulations is very much like the elephant described by the famous blind monks. This was not a big handicap in the early days when simulations were primarily created for fairly specialized applications, but thanks to the Internet, videogames, and mobile technology, things have changed. One of the places where things have changed the most is in education and professional development (training of all sorts). In education, simulations are said to be about real life systems, while games are about fantasy and often times educational simulations have nothing at all to do with computers. Educationists make sweeping assumptions about how simulations get used, including notions that fidelity and realism are requirements for effective learning, and that winning always takes precedence over exploration in games. These notions end up being more limiting than liberating. Clearly, recognizing that games are in fact merely a subset of a larger category of simulations affords opportunities for a fruitful exchange of knowledge, which includes the sharing of methodologies and tools. Join me as we look at the claim that all games are simulations in more detail. We will examine the dichotomy between modern digital games and the more traditional view of simulations, and what implications this has for the design and development of both ‘pure’ simulations as well as games for learning.
The Calm and The Storm: Simulation and Games - Why All Games are Simulations ...
The Calm and The Storm: Simulation and Games - Why All Games are Simulations ...
Katrin Becker
‘Gamification’ - the use of game elements in non-game contexts - has rapidly become one of the current hottest trends. This presentation presents an overview of what gamification is and isn’t, and reports on the author’s experiences using this approach in a graduate level education class as well as the early results of a comparison between gamified and non-gamified sections of a freshman introduction to computers course. In the current course, the non-gamified sections employ a fairly standard structure that includes various assignments spread out throughout the term, various in-class activities, and both a midterm and final exam. The gamified section organizes all student work into various quests worth from 10 to 200 ‘experience points’ (XP), most of which have no set deadlines. While the quests are effectively equivalent in grade weight to the assignments of the more traditional sections, students in the gamified section start off with a score of zero (0) and every quest they submit contributes to their final grade cumulatively. A final score of 1000 is equivalent to 100%, but the total number of possible XP is 1435. All quests were made available to students at the beginning of term; some could be repeated for XP and included a variety of ‘guild’ (group) quests and ‘solo’ quests; and many quests could be repeated to earn additional XP. The presentation will provide some background on gamification, detail the course structure, highlight early successes and failures, and conclude with strategies for incorporating meaningful gamification in other courses.
Gamification how to gamify learning and instruction Part 1 (of 3)
Gamification how to gamify learning and instruction Part 1 (of 3)
Katrin Becker
‘Gamification’ - the use of game elements in non-game contexts - has rapidly become one of the current hottest trends. This presentation presents an overview of what gamification is and isn’t, and reports on the author’s experiences using this approach in a graduate level education class as well as the early results of a comparison between gamified and non-gamified sections of a freshman introduction to computers course. In the current course, the non-gamified sections employ a fairly standard structure that includes various assignments spread out throughout the term, various in-class activities, and both a midterm and final exam. The gamified section organizes all student work into various quests worth from 10 to 200 ‘experience points’ (XP), most of which have no set deadlines. While the quests are effectively equivalent in grade weight to the assignments of the more traditional sections, students in the gamified section start off with a score of zero (0) and every quest they submit contributes to their final grade cumulatively. A final score of 1000 is equivalent to 100%, but the total number of possible XP is 1435. All quests were made available to students at the beginning of term; some could be repeated for XP and included a variety of ‘guild’ (group) quests and ‘solo’ quests; and many quests could be repeated to earn additional XP. The presentation will provide some background on gamification, detail the course structure, highlight early successes and failures, and conclude with strategies for incorporating meaningful gamification in other courses.
Gamification how to gamify learning and instruction, part 2 (of 3)
Gamification how to gamify learning and instruction, part 2 (of 3)
Katrin Becker
‘Gamification’ - the use of game elements in non-game contexts - has rapidly become one of the current hottest trends. This presentation presents an overview of what gamification is and isn’t, and reports on the author’s experiences using this approach in a graduate level education class as well as the early results of a comparison between gamified and non-gamified sections of a freshman introduction to computers course. In the current course, the non-gamified sections employ a fairly standard structure that includes various assignments spread out throughout the term, various in-class activities, and both a midterm and final exam. The gamified section organizes all student work into various quests worth from 10 to 200 ‘experience points’ (XP), most of which have no set deadlines. While the quests are effectively equivalent in grade weight to the assignments of the more traditional sections, students in the gamified section start off with a score of zero (0) and every quest they submit contributes to their final grade cumulatively. A final score of 1000 is equivalent to 100%, but the total number of possible XP is 1435. All quests were made available to students at the beginning of term; some could be repeated for XP and included a variety of ‘guild’ (group) quests and ‘solo’ quests; and many quests could be repeated to earn additional XP. The presentation will provide some background on gamification, detail the course structure, highlight early successes and failures, and conclude with strategies for incorporating meaningful gamification in other courses.
Is gamification a game changer
Is gamification a game changer
Katrin Becker
A worked example of parsing a natural language sentence using syntax diagrams.
CS Example: Parsing a Sentence
CS Example: Parsing a Sentence
Katrin Becker
An introduction to the Java Virtual Machine
CS Lesson: Introduction to the Java virtual Machine
CS Lesson: Introduction to the Java virtual Machine
Katrin Becker
An introduction to data record manipulation and indexing. Originally created 2003 by Katrin Becker All rights reserved.
CS: Introduction to Record Manipulation & Indexing
CS: Introduction to Record Manipulation & Indexing
Katrin Becker
A brief introduction to creating a first class in the programming language Java.
CS Lesson: Creating Your First Class in Java
CS Lesson: Creating Your First Class in Java
Katrin Becker
SoTL research is often instigated and directed by the instructors or facilitators who are responsible for a given course, program, seminar, or workshop. The facilitators, or sometimes an outside person is the researcher, while the students are the subjects. Even in participatory action research, the learners are still primarily treated as subjects. Recently, the author designed and delivered a graduate level course where the entire course design became the subject of a co-operative inquiry. In co-operative inquiry, “members of the group contribute both to the ideas that go into their work together, and also are part of the activity that is being researched. Everyone has a say in deciding what questions are to be addressed and what ideas may be of help; everyone contributes to thinking about how to explore the questions; everyone gets involved in the activity that is being researched; and finally everybody has a say in whatever conclusions the co-operative inquiry group may reach. So in co-operative inquiry the split between 'researcher' and 'subjects' is done away with, and all those involved act together as 'co-researchers' and as 'co-subjects'. “(Heron, 1992).In other words the learners are also the researchers alongside the instructor. This presentation is intended to outline the methodology known as co-operative inquiry, to briefly report on the author’s experiences with this approach in a graduate level Education class, and to solicit collaborators in pursuing possible opportunities to explore this approach further in undergraduate courses.
Informing pedagogy through collaborative inquiry
Informing pedagogy through collaborative inquiry
Katrin Becker
Typical research methodologies in SoTL include many of the traditional educational research methodologies, yet there are methodologies in other disciplines and industries that can provide fresh perspectives. One of these industries is the videogame industry. While there are fundamental differences such as the fact that one seeks primarily to entertain and the other to enlighten or educate, the practices, processes, and theories behind playtesting games can be used to inform aspects of pedagogy that relate to engagement. The primary focus in game design is on the experience and there has been considerable research into ways to assess and measure the player experience through playtesting. Playtesting is concerned with such things as whether or not the game is fun, which parts are too easy or hard, whether and when people become bored, and with the player’s progression through the to the end. All of these properties have relevance to teaching and learning even though they may not appear to be directly connected with whether or not the learning objectives were met. Rather, playtesting is concerned with the motivation of the player/student to continue the particular course of learning, which speaks to the success of the methodology in capturing the student's imagination. Sometimes, simply taking a novel approach to evaluation can yield insights that were not uncovered by more common approaches. This presentation will provide a brief overview of formal playtesting procedures and highlight ways these approaches could be used in the classroom as well as how this could inform pedagogy.
Informing SoTL using playtesting techniques
Informing SoTL using playtesting techniques
Katrin Becker
This presentation reports on the early results of a study of a novel card game used to teach concepts of Mendelian genetics and inheritance in a biology class. The card game being tested is currently in the prototype stage, and the current study seeks to determine if the design of the cards, game rules, and support material are appropriate to meet the intended objectives. The game, which uses domestic rabbit coat colours as the theme has both a novice and a standard variant, both of which will be described. Gameplay is patterned after the popular genre of rummy card games where players must match cards in sets according to specified criteria, in this case the genotypes of the rabbits featured on the cards. Through playing the game and matching phenotypes w/ genotypes as well as determining what can be produced given a specific phenotype and underlying genotype, players will learn basic principles of genetics, including familiarity with standard notation, terminology, and concepts such as genotype vs. phenotype. The game has been tested in several other venues and the results of those playtests will be summarized along with the early results from the current study which is the first test of the game in a biology class. Students were invited to play the game, and reflect on their experience through a survey that includes standard playtesting methodologies. Preliminary results will be presented along with a plan for the next steps.
Using cards games as learning objects to teach genetics
Using cards games as learning objects to teach genetics
Katrin Becker
‘Gamification’ - the use of game elements in non-game contexts - has rapidly become one of the current hottest trends. This presentation presents an overview of what gamification is and isn’t, and reports on the author’s experiences using this approach in a graduate level education class as well as the early results of a comparison between gamified and non-gamified sections of a freshman introduction to computers course. In the current course, the non-gamified sections employ a fairly standard structure that includes various assignments spread out throughout the term, various in-class activities, and both a midterm and final exam. The gamified section organizes all student work into various quests worth from 10 to 200 ‘experience points’ (XP), most of which have no set deadlines. While the quests are effectively equivalent in grade weight to the assignments of the more traditional sections, students in the gamified section start off with a score of zero (0) and every quest they submit contributes to their final grade cumulatively. A final score of 1000 is equivalent to 100%, but the total number of possible XP is 1435. All quests were made available to students at the beginning of term; some could be repeated for XP and included a variety of ‘guild’ (group) quests and ‘solo’ quests; and many quests could be repeated to earn additional XP. The presentation will provide some background on gamification, detail the course structure, highlight early successes and failures, and conclude with strategies for incorporating meaningful gamification in other courses.
Gamification how to gamify learning and instruction, Part 3 (of 3)
Gamification how to gamify learning and instruction, Part 3 (of 3)
Katrin Becker
Plus de Katrin Becker
(20)
Cross breeding animation
Cross breeding animation
Assignments that Meet the Needs of Exceptional Students without Disadvantagin...
Assignments that Meet the Needs of Exceptional Students without Disadvantagin...
T.A.P. : The Teach Aloud Protocol
T.A.P. : The Teach Aloud Protocol
Misguided illusions of understanding
Misguided illusions of understanding
Signature pedagogy
Signature pedagogy
Virtue of Failure
Virtue of Failure
4 Pillars of DGBL: A Structured Rating System for Games for Learning
4 Pillars of DGBL: A Structured Rating System for Games for Learning
Gamification paradigm
Gamification paradigm
The Calm and The Storm: Simulation and Games - Why All Games are Simulations ...
The Calm and The Storm: Simulation and Games - Why All Games are Simulations ...
Gamification how to gamify learning and instruction Part 1 (of 3)
Gamification how to gamify learning and instruction Part 1 (of 3)
Gamification how to gamify learning and instruction, part 2 (of 3)
Gamification how to gamify learning and instruction, part 2 (of 3)
Is gamification a game changer
Is gamification a game changer
CS Example: Parsing a Sentence
CS Example: Parsing a Sentence
CS Lesson: Introduction to the Java virtual Machine
CS Lesson: Introduction to the Java virtual Machine
CS: Introduction to Record Manipulation & Indexing
CS: Introduction to Record Manipulation & Indexing
CS Lesson: Creating Your First Class in Java
CS Lesson: Creating Your First Class in Java
Informing pedagogy through collaborative inquiry
Informing pedagogy through collaborative inquiry
Informing SoTL using playtesting techniques
Informing SoTL using playtesting techniques
Using cards games as learning objects to teach genetics
Using cards games as learning objects to teach genetics
Gamification how to gamify learning and instruction, Part 3 (of 3)
Gamification how to gamify learning and instruction, Part 3 (of 3)
Dernier
The value of a flexible API Management solution for Open Banking Steve Melan, Manager for IT Innovation and Architecture - State's and Saving's Bank of Luxembourg Apidays New York 2024: The API Economy in the AI Era (April 30 & May 1, 2024) ------ Check out our conferences at https://www.apidays.global/ Do you want to sponsor or talk at one of our conferences? https://apidays.typeform.com/to/ILJeAaV8 Learn more on APIscene, the global media made by the community for the community: https://www.apiscene.io Explore the API ecosystem with the API Landscape: https://apilandscape.apiscene.io/
Apidays New York 2024 - The value of a flexible API Management solution for O...
Apidays New York 2024 - The value of a flexible API Management solution for O...
apidays
This presentations targets students or working professionals. You may know Google for search, YouTube, Android, Chrome, and Gmail, but did you know Google has many developer tools, platforms & APIs? This comprehensive yet still high-level overview outlines the most impactful tools for where to run your code, store & analyze your data. It will also inspire you as to what's possible. This talk is 50 minutes in length.
Powerful Google developer tools for immediate impact! (2023-24 C)
Powerful Google developer tools for immediate impact! (2023-24 C)
wesley chun
The presentation explores the development and application of artificial intelligence (AI) from its inception to its current status in the modern world. The term "artificial intelligence" was first coined by John McCarthy in 1956 to describe efforts to develop computer programs capable of performing tasks that typically require human intelligence. This concept was first introduced at a conference held at Dartmouth College, where programs demonstrated capabilities such as playing chess, proving theorems, and interpreting texts. In the early stages, Alan Turing contributed to the field by defining intelligence as the ability of a being to respond to certain questions intelligently, proposing what is now known as the Turing Test to evaluate the presence of intelligent behavior in machines. As the decades progressed, AI evolved significantly. The 1980s focused on machine learning, teaching computers to learn from data, leading to the development of models that could improve their performance based on their experiences. The 1990s and 2000s saw further advances in algorithms and computational power, which allowed for more sophisticated data analysis techniques, including data mining. By the 2010s, the proliferation of big data and the refinement of deep learning techniques enabled AI to become mainstream. Notable milestones included the success of Google's AlphaGo and advancements in autonomous vehicles by companies like Tesla and Waymo. A major theme of the presentation is the application of generative AI, which has been used for tasks such as natural language text generation, translation, and question answering. Generative AI uses large datasets to train models that can then produce new, coherent pieces of text or other media. The presentation also discusses the ethical implications and the need for regulation in AI, highlighting issues such as privacy, bias, and the potential for misuse. These concerns have prompted calls for comprehensive regulations to ensure the safe and equitable use of AI technologies. Artificial intelligence has also played a significant role in healthcare, particularly highlighted during the COVID-19 pandemic, where it was used in drug discovery, vaccine development, and analyzing the spread of the virus. The capabilities of AI in healthcare are vast, ranging from medical diagnostics to personalized medicine, demonstrating the technology's potential to revolutionize fields beyond just technical or consumer applications. In conclusion, AI continues to be a rapidly evolving field with significant implications for various aspects of society. The development from theoretical concepts to real-world applications illustrates both the potential benefits and the challenges that come with integrating advanced technologies into everyday life. The ongoing discussion about AI ethics and regulation underscores the importance of managing these technologies responsibly to maximize their their benefits while minimizing potential harms.
Artificial Intelligence: Facts and Myths
Artificial Intelligence: Facts and Myths
Joaquim Jorge
These are the slides delivered in a workshop at Data Innovation Summit Stockholm April 2024, by Kristof Neys and Jonas El Reweny.
Workshop - Best of Both Worlds_ Combine KG and Vector search for enhanced R...
Workshop - Best of Both Worlds_ Combine KG and Vector search for enhanced R...
Neo4j
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45-60 minute session deck from introducing Google Apps Script to developers, IT leadership, and other technical professionals.
Automating Google Workspace (GWS) & more with Apps Script
Automating Google Workspace (GWS) & more with Apps Script
wesley chun
In this session, we will delve into strategic approaches for optimizing knowledge management within Microsoft 365, amidst the evolving landscape of Copilot. From leveraging automatic metadata classification and permission governance with SharePoint Premium, to unlocking Viva Engage for the cultivation of knowledge and communities, you will gain actionable insights to bolster your organization's knowledge-sharing initiatives. In this session, we will also explore how to facilitate solutions to enable your employees to find answers and expertise within Microsoft 365. You will leave equipped with practical techniques and a deeper understanding of how there is more to effective knowledge management than just enabling Copilot, but building actual solutions to prepare the knowledge that Copilot and your employees can use.
Strategies for Unlocking Knowledge Management in Microsoft 365 in the Copilot...
Strategies for Unlocking Knowledge Management in Microsoft 365 in the Copilot...
Drew Madelung
Abhishek Deb(1), Mr Abdul Kalam(2) M. Des (UX) , School of Design, DIT University , Dehradun. This paper explores the future potential of AI-enabled smartphone processors, aiming to investigate the advancements, capabilities, and implications of integrating artificial intelligence (AI) into smartphone technology. The research study goals consist of evaluating the development of AI in mobile phone processors, analyzing the existing state as well as abilities of AI-enabled cpus determining future patterns as well as chances together with reviewing obstacles as well as factors to consider for more growth.
Exploring the Future Potential of AI-Enabled Smartphone Processors
Exploring the Future Potential of AI-Enabled Smartphone Processors
debabhi2
Webinar Recording: https://www.panagenda.com/webinars/why-teams-call-analytics-is-critical-to-your-entire-business Nothing is as frustrating and noticeable as being in an important call and being unable to see or hear the other person. Not surprising then, that issues with Teams calls are among the most common problems users call their helpdesk for. Having in depth insight into everything relevant going on at the user’s device, local network, ISP and Microsoft itself during the call is crucial for good Microsoft Teams Call quality support. To ensure a quick and adequate solution and to ensure your users get the most out of their Microsoft 365. But did you know that ‘bad calls’ are also an excellent indicator of other problems arising? Precisely because it is so noticeable!? Like the canary in the mine, bad calls can be early indicators of problems. Problems that might otherwise not have been noticed for a while but can have a big impact on productivity and satisfaction. Join this session by Christoph Adler to learn how true Microsoft Teams call quality analytics helped other organizations troubleshoot bad calls and identify and fix problems that impacted Teams calls or the use of Microsoft365 in general. See what it can do to keep your users happy and productive! In this session we will cover - Why CQD data alone is not enough to troubleshoot call problems - The importance of attributing call problems to the right call participant - What call quality analytics can do to help you quickly find, fix-, and prevent problems - Why having retrospective detailed insights matters - Real life examples of how others have used Microsoft Teams call quality monitoring to problem shoot problems with their ISP, network, device health and more.
Why Teams call analytics are critical to your entire business
Why Teams call analytics are critical to your entire business
panagenda
Bajaj Allianz Life Insurance Company - Insurer Innovation Award 2024
Bajaj Allianz Life Insurance Company - Insurer Innovation Award 2024
Bajaj Allianz Life Insurance Company - Insurer Innovation Award 2024
The Digital Insurer
Building Digital Trust in a Digital Economy Veronica Tan, Director - Cyber Security Agency of Singapore Apidays Singapore 2024: Connecting Customers, Business and Technology (April 17 & 18, 2024) ------ Check out our conferences at https://www.apidays.global/ Do you want to sponsor or talk at one of our conferences? https://apidays.typeform.com/to/ILJeAaV8 Learn more on APIscene, the global media made by the community for the community: https://www.apiscene.io Explore the API ecosystem with the API Landscape: https://apilandscape.apiscene.io/
Apidays Singapore 2024 - Building Digital Trust in a Digital Economy by Veron...
Apidays Singapore 2024 - Building Digital Trust in a Digital Economy by Veron...
apidays
As privacy and data protection regulations evolve rapidly, organizations operating in multiple jurisdictions face mounting challenges to ensure compliance and safeguard customer data. With state-specific privacy laws coming up in multiple states this year, it is essential to understand what their unique data protection regulations will require clearly. How will data privacy evolve in the US in 2024? How to stay compliant? Our panellists will guide you through the intricacies of these states' specific data privacy laws, clarifying complex legal frameworks and compliance requirements. This webinar will review: - The essential aspects of each state's privacy landscape and the latest updates - Common compliance challenges faced by organizations operating in multiple states and best practices to achieve regulatory adherence - Valuable insights into potential changes to existing regulations and prepare your organization for the evolving landscape
TrustArc Webinar - Stay Ahead of US State Data Privacy Law Developments
TrustArc Webinar - Stay Ahead of US State Data Privacy Law Developments
TrustArc
JAM, the future of Polkadot.
Polkadot JAM Slides - Token2049 - By Dr. Gavin Wood
Polkadot JAM Slides - Token2049 - By Dr. Gavin Wood
Juan lago vázquez
Increase engagement and revenue with Muvi Live Paywall! In this presentation, we will explore the five key benefits of using Muvi Live Paywall to monetize your live streams. You'll learn how Muvi Live Paywall can help you: Monetize your live content easily: Set up pay-per-view access to your live streams and start generating revenue from your content. Increase audience engagement: Provide exclusive, premium content behind the paywall to keep your viewers engaged. Gain valuable viewer insights: Track viewer data and analytics to better understand your audience and tailor your content accordingly. Reduce content piracy: Muvi Live Paywall's security features help protect your content from unauthorized distribution. Streamline your workflow: The all-in-one platform simplifies the process of managing and monetizing your live streams. With Muvi Live Paywall, you can take control of your live stream monetization and create a sustainable business model for your content. Learn more about Muvi Live Paywall and start generating revenue from your live streams today!
Top 5 Benefits OF Using Muvi Live Paywall For Live Streams
Top 5 Benefits OF Using Muvi Live Paywall For Live Streams
Roshan Dwivedi
MINDCTI Revenue Release Quarter 1 2024
MINDCTI Revenue Release Quarter One 2024
MINDCTI Revenue Release Quarter One 2024
MIND CTI
Stay safe, grab a drink and join us virtually for our upcoming "GenAI Risks & Security" Meetup to hear about how to uncover critical GenAI risks and vulnerabilities, AI security considerations in every company, and how a CISO should navigate through GenAI Risks.
GenAI Risks & Security Meetup 01052024.pdf
GenAI Risks & Security Meetup 01052024.pdf
lior mazor
Following the popularity of "Cloud Revolution: Exploring the New Wave of Serverless Spatial Data," we're thrilled to announce this much-anticipated encore webinar. In this sequel, we'll dive deeper into the Cloud-Native realm by uncovering practical applications and FME support for these new formats, including COGs, COPC, FlatGeoBuf, GeoParquet, STAC, and ZARR. Building on the foundation laid by industry leaders Michelle Roby of Radiant Earth and Chris Holmes of Planet in the first webinar, this second part offers an in-depth look at the real-world application and behind-the-scenes dynamics of these cutting-edge formats. We will spotlight specific use-cases and workflows, showcasing their efficiency and relevance in practical scenarios. Discover the vast possibilities each format holds, highlighted through detailed discussions and demonstrations. Our expert speakers will dissect the key aspects and provide critical takeaways for effective use, ensuring attendees leave with a thorough understanding of how to apply these formats in their own projects. Elevate your understanding of how FME supports these cutting-edge technologies, enhancing your ability to manage, share, and analyze spatial data. Whether you're building on knowledge from our initial session or are new to the serverless spatial data landscape, this webinar is your gateway to mastering cloud-native formats in your workflows.
Cloud Frontiers: A Deep Dive into Serverless Spatial Data and FME
Cloud Frontiers: A Deep Dive into Serverless Spatial Data and FME
Safe Software
Manulife - Insurer Innovation Award 2024
Manulife - Insurer Innovation Award 2024
Manulife - Insurer Innovation Award 2024
The Digital Insurer
If you are a Domino Administrator in any size company you already have a range of skills that make you an expert administrator across many platforms and technologies. In this session Gab explains how to apply those skills and that knowledge to take your career wherever you want to go.
A Domino Admins Adventures (Engage 2024)
A Domino Admins Adventures (Engage 2024)
Gabriella Davis
Partners Life - Insurer Innovation Award 2024
Partners Life - Insurer Innovation Award 2024
Partners Life - Insurer Innovation Award 2024
The Digital Insurer
Dernier
(20)
Apidays New York 2024 - The value of a flexible API Management solution for O...
Apidays New York 2024 - The value of a flexible API Management solution for O...
Powerful Google developer tools for immediate impact! (2023-24 C)
Powerful Google developer tools for immediate impact! (2023-24 C)
Artificial Intelligence: Facts and Myths
Artificial Intelligence: Facts and Myths
Workshop - Best of Both Worlds_ Combine KG and Vector search for enhanced R...
Workshop - Best of Both Worlds_ Combine KG and Vector search for enhanced R...
+971581248768>> SAFE AND ORIGINAL ABORTION PILLS FOR SALE IN DUBAI AND ABUDHA...
+971581248768>> SAFE AND ORIGINAL ABORTION PILLS FOR SALE IN DUBAI AND ABUDHA...
Automating Google Workspace (GWS) & more with Apps Script
Automating Google Workspace (GWS) & more with Apps Script
Strategies for Unlocking Knowledge Management in Microsoft 365 in the Copilot...
Strategies for Unlocking Knowledge Management in Microsoft 365 in the Copilot...
Exploring the Future Potential of AI-Enabled Smartphone Processors
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Evolution of Videogames
1.
On the Evolution
of Games * Katrin Becker, PhD *not so much a presentation of results as an Invitation
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Welcome to now..
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Why do some
games change very little over time?
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And Others Change
a Great Deal?
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The Evolution of
Final Fantasy
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The Evolution of
Mario
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Thanks!
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