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| communication_of_science [2007-10-12 10:35] – theunkarelse | communication_of_science [2007-10-12 11:46] – theunkarelse | ||
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| - | === PCST: Public Communication of Science and Technology === | + | === New Media and PCST: Public Communication of Science and Technology === |
| Notes from the __Sharing Knowledge__ conference organized by the __Da Vinchi Institute__ in Amsterdam.\\ | Notes from the __Sharing Knowledge__ conference organized by the __Da Vinchi Institute__ in Amsterdam.\\ | ||
| + | == Some of this may be useful for our research into an ARG for groworld, what attracts people, what problems are associated with informative games, etc. == | ||
| - | === Communication of Science and New Media === | ||
| - | + | ==== > Role of Gaming in PCST: ==== | |
| - | + | ||
| - | === > Role of Gaming in PCST: === | + | |
| ---- | ---- | ||
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| PSI/PSR affective dispositions. This is of mayor importance. The success of a tv-show or game (MMOG) or a film depends very much on the popularity or unpopularity of show-hosts, avatars, movie-stars. Do we feel related, this is crucial to success.\\ | PSI/PSR affective dispositions. This is of mayor importance. The success of a tv-show or game (MMOG) or a film depends very much on the popularity or unpopularity of show-hosts, avatars, movie-stars. Do we feel related, this is crucial to success.\\ | ||
| - | == Conclusion: PCST has to target these three needs just like entertainment has to and gaming meets them better than any other media. | + | === Conclusion. === |
| + | **PCST has to target these three needs just like entertainment has to and gaming meets them better than any other media.** | ||
| - | Notes: | + | == Notes: |
| * **the popularity of destruction**. We like things exploding, falling over, and crashing, especially old and expensive things. Vorderer speculates that this tapps into a deep longing for change and renewal and the liberation from existing structures. The collapsing of the World Trade Center has overtaken the Challenger-explosion as the most broadcast picture of all time. | * **the popularity of destruction**. We like things exploding, falling over, and crashing, especially old and expensive things. Vorderer speculates that this tapps into a deep longing for change and renewal and the liberation from existing structures. The collapsing of the World Trade Center has overtaken the Challenger-explosion as the most broadcast picture of all time. | ||
| * **The budged for research into education in the USA is dominated by exploring the use of avatars as a learning tool**. | * **The budged for research into education in the USA is dominated by exploring the use of avatars as a learning tool**. | ||
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| - | === > Games and Learning. === | + | ==== > Games and Learning. |
| ---- | ---- | ||
| - | Lecture by Ute Ritterfeld. | + | Lecture by Ute Ritterfeld.\\ |
| - | If kids would only devote this kind of attention to their education. | + | **Games, if kids would only devote this kind of attention to their education.** |
| == Three ways to improve learning: == | == Three ways to improve learning: == | ||
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| - blending paradigm: (as she calls it) enjoying the process of learning. | - blending paradigm: (as she calls it) enjoying the process of learning. | ||
| - | == Serious Games. == | + | == Serious Games, some statistics: |
| Ritterfeld looked into serious games in the English language.\\ | Ritterfeld looked into serious games in the English language.\\ | ||
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| + | == Attributes of the Perfect Educational Game. == | ||
| - | == Conclusion.== | + | * scaffolding learning environment. |
| + | * encourages self regulated learning. | ||
| + | * is a safe and private environment. | ||
| + | * challenges you to go beyond impasses and problems. | ||
| + | |||
| + | |||
| + | === Conclusion.=== | ||
| * Games can be shallow entertainment, | * Games can be shallow entertainment, | ||
| * Games are excellent at keeping the attention of individuals. | * Games are excellent at keeping the attention of individuals. | ||
| - | * deliberate and sustained practice is the most imporant | + | * deliberate and sustained practice is the most important |
| * future games will respond to the learner state more closely to give the optimal challenge level by monitoring physical behavior: | * future games will respond to the learner state more closely to give the optimal challenge level by monitoring physical behavior: | ||
| * hart rate and other physiological measures. | * hart rate and other physiological measures. | ||
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| * monitor voice and language. | * monitor voice and language. | ||
| - | == Attributes of the Perfct Educational Game. == | ||
| - | * scaffolding learning environment. | + | ==== > Transaction approach to Interactive Learning. ==== |
| - | * encourages self regulated learning. | + | |
| - | * is a safe and private environment. | + | Lecture by Jaqueline Broerse.\\ |
| - | | + | ---- |
| + | **Science communication | ||
| + | |||
| + | == Two Models: == | ||
| + | |||
| + | | ^ model ^ methods | ||
| + | ^ old | transmission | top down dissemination of knowledge | public | ||
| + | ^ new | transaction | ||
| + | |||
| + | In the transaction model scientists | ||
| + | |||
| + | This leads to a win /win situation: | ||
| + | - More contextualized science. | ||
| + | - More societal legitimacy of science. | ||
| + | - More implementation of research. | ||
| + | Anticipated problems: | ||
| + | * small impact on policy and science. | ||
| + | * little public interest. | ||
| + | * results are not representative in any general sense. | ||
| + | * expensive. | ||
| + | * how to deal with science-illiteracy among non-scientific participants. | ||
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