PurposeThis paper provides a detailed analysis of inclusive education policies in the context of major system reform in Wales, United Kingdom. Wales is currently undergoing the most significant cha...

https://journals.sagepub.com/doi/pdf/10.1177/20965311211039858

Inclusive Education in Wales: Interpreting Discourses of Values and Practice Using Critical Policy Analysis:

We report results of a study of student experiences (anonymous survey: n=90, interviews: n=4) in a fully online, synchronous CS1 class taught during the COVID-19 pandemic. Half the class sessions were held in Zoom and half were held in Gather.Town, an online platform that supports proximity chat and spatially designated private spaces. Students expressed strong preferences for the Gather.Town class setting due to its support for peer socializing, sense of place, agency, engagement, and fluid interactions.

Comparing Student Experiences of Collaborative Learning in Synchronous CS1 Classes in Gather.Town vs. Zoom

In March 2020, the COVID-19 global pandemic imposed “emergency remote teaching” across education globally, leading to a rapid shift to online learning, teaching and assessment (LTA however, they expressed greater concern around equity and whether students would be able to access and meaningfully engage with online LT&A. Furthermore, while CS practitioners across all sectors consistently noted the potential opportunities of these changes, they also raised a number of wider concerns on the impact of this shift to online, especially on workload and job precarity. Concerns were also raised by international CS practitioners regarding the ability to effectively deliver technical topics online, as well as the impact on formal examinations and assessment. This rapid response snapshot of the early impact of COVID-19 on CS education internationally provides insight into emerging LT&A strategies that will likely continue to be constrained by coronavirus into 2021 and beyond.

/pdf/the-international-impact-of-covid-19-and-emergency-remote-3jtqaj94et.pdf

The International Impact of COVID-19 and “Emergency Remote Teaching” on Computer Science Education Practitioners

Recent cybersecurity education literature has focused on developments in cybersecurity curricula, qualifications and accreditation, pedagogy and practice to increase the number of cybersecurity professionals, in both the UK and internationally. There has been little research published to date on the online learning, teaching and assessment environment as a cyber target in its own right. This chapter appraised and discussed the dangers in, and emerging threats to, using online environments. It proposes a set of steps and mitigation measures that can be taken to make it more difficult for cybercriminals to attack educational institutions.

The Emerald Handbook of Higher Education in a Post-Covid World: New Approaches and Technologies for Teaching and Learning

The GameFlow model strives to be a general model of player enjoyment, applicable to all game genres and platforms. Derived from a general set of heuristics for creating enjoyable player experiences, the GameFlow model has been widely used in evaluating many types of games, as well as non-game applications. However, we recognize that more specific, low-level, and implementable criteria are potentially more useful for designing and evaluating video games. Consequently, the research reported in this paper aims to provide detailed heuristics for designing and evaluating one specific game genre, real-time strategy games. In order to develop these heuristics, we conducted a grounded theoretical analysis on a set of professional game reviews and structured the resulting heuristics using the GameFlow model. The resulting 165 heuristics for designing and evaluating real-time strategy games are presented and discussed in this paper.

GameFlow heuristics for designing and evaluating real-time strategy games

The coronavirus (COVID-19) pandemic has forced an unprecedented global shift within higher education in the ways that we communicate with and educate students. This necessary paradigm shift has compelled educators to take a critical look at their teaching styles and use of technology. Computing education traditionally focuses on experiential, in-person activities. The pandemic has mandated that educators reconsider their use of student time and has catalysed overnight innovations in the educational setting. Even in the unlikely event that we return entirely to pre-COVID-19 norms, many new practices have emerged that offer valuable lessons to be carried forward into our post-COVID-19 teaching. This working group will explore what the post-COVID-19 academic landscape might look like, and how we can use lessons learned during this educational shift to improve our subsequent practice. The exploration will strive to identify practices within computing that appear to have been improved through exposure to online tools and technologies, and that should therefore continue to be used in the online space. In the broadest sense, our motivation is to explore what the post-COVID-19 educational landscape will look like for computing education.

/pdf/educational-landscapes-during-and-after-covid-19-1tr5vzbitf.pdf

Educational Landscapes During and After COVID-19

If educators were to be skilled game designers, then they would be better equipped to design engaging education scenarios. This research engages in studying commercial design of engagement in games, so educators may be able to better facilitate engaging educational design, facilitated through quantified engagement metrics (SCEQ) and game design principles (GameFlow).

/pdf/utilising-game-design-to-create-engaging-education-a-owxbtlzg7r.pdf

Utilising Game Design to Create Engaging Education: A framework for Gameful Learning

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Educational Landscapes During and After COVID-19

Utilising Game Design to Create Engaging Education: A framework for Gameful Learning