1. Interaction. The interactions learners have with each other build interpersonal skills, such as listening, politely interrupting, expressing ideas, raising questions, disagreeing, paraphrasing, negotiating, and asking for help. 2. Interdependence. Learners must depend on one another to accomplish a common objective. Each group member has specific tasks to complete, and successful completion of each member’s tasks results in attaining the overall group objective.

将“Cooperative Learning”融入课堂——浅谈英语素质教育

This survey covers rollback-recovery techniques that do not require special language constructs. In the first part of the survey we classify rollback-recovery protocols into checkpoint-based and log-based.Checkpoint-based protocols rely solely on checkpointing for system state restoration. Checkpointing can be coordinated, uncoordinated, or communication-induced. Log-based protocols combine checkpointing with logging of nondeterministic events, encoded in tuples called determinants. Depending on how determinants are logged, log-based protocols can be pessimistic, optimistic, or causal. Throughout the survey, we highlight the research issues that are at the core of rollback-recovery and present the solutions that currently address them. We also compare the performance of different rollback-recovery protocols with respect to a series of desirable properties and discuss the issues that arise in the practical implementations of these protocols.

/pdf/a-survey-of-rollback-recovery-protocols-in-message-passing-bnrpate93a.pdf

A survey of rollback-recovery protocols in message-passing systems

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The Cambridge Handbook Of The Learning Sciences

コンピュータ・サイエンス : ACM computing surveys

Software engineering: theory and practice

We present file guidelines of a new project whose main task is to exploit mobile computers, comlected via a Wireless Networks, in Personal Health systems, computerizing patient clinical records with sophisticated solutions for taking clinical infommtion at the point of care.

Mobile computing in a hospital: the WARD-IN-HAND project

The paper presents an empirical study centred on a participatory game design activity with 810 years old primary-school children, split in different sessions. The study assesses how children perform in game design and whether they are engaged in design tasks. To this end, the study gathers data concerning the quality of children's game design products, regarded as indicators of children's performance in game design. It collects data concerning children's emotions, which are taken as indicators of their engagement in game design. The paper statistically analyses and discusses how emotions and quality of products evolve across the game design experience, and how emotions are related to children's quality of products. Results of this work can help researchers, educators and practitioners manage a complex design experience with and for children, and identify key emotions for promoting quality of design work. The paper discusses children's performance and engagement in participatory game design.It presents a participatory game design study with 810 year olds.The study assesses children's emotions, for engagement, and product- quality, for performance.The study analyses their correlations, and interpret results with observation data.The paper concludes with implications of the study for participatory game design.

Children's emotions and quality of products in participatory game design

Co-design is an ideal approach to design with mixed teams that include learners and teachers. However, in modern learning contexts, learning and engagement are both key goals, and that poses several challenges to co-design. This paper investigates such challenges after outlining co-design and situating it in current user experience design trends. Then the paper uses the challenges to derive requirements for co-design, and shows how to meet requirements, fostering engagement as well as learning, by blending co-design with gamification and cooperative learning. It ends by showcasing a study that uses the blended co-design approach, and by outlining how this led to novel challenges and work.

/pdf/gamified-co-design-with-cooperative-learning-4rl6waqj2g.pdf

Gamified co-design with cooperative learning

A system architecture called the recovery metaprogram (RMP) is proposed. It separates the application from the recovery software, giving programmers a single environment that lets them use the most appropriate fault-tolerance scheme. To simplify the presentation of the RMP approach, it is assumed that the fault model is limited to faults originating in the application software, and that the hardware and kernel layers can mask their own faults from the RMP. Also, relationships between backward and forward error recovery are not considered. Some RMP examples are given, and a particular RMP implementation is described. >

A system architecture for fault tolerance in concurrent software

Co-design is an ideal approach to design with users. It allows designers to create products, such as games, with their intended users and in their natural environment, e.g., children and their teachers in their school. Nowadays school contexts, however, pose their own requirements to co-design, which can affect its success. For instance, school contexts tend to be associated to boring rote by learners, who are used to interactive digital games. Gamification can then help in creating a positive engaging experience for school classes that co-design, as games do. This paper takes up such a view: it gamifies co-design contexts in order to positively engage school classes. To this end it presents two studies with gamified co-design in primary schools: heterogeneous teams co-designed prototypes by resolving missions as in a game, in the first short-term study; they did it in an even more gamified context, in the second long-term study. Results of both studies are encouraging for the approach. The paper also advances basic guidelines for tangibly gamifying co-design at school, grounded in the studies and literature.

Gabriella Dodero

Papers

Mobile computing in a hospital: the WARD-IN-HAND project

Children's emotions and quality of products in participatory game design

Gamified co-design with cooperative learning

A system architecture for fault tolerance in concurrent software

Towards tangible gamified co-design at school: two studies in primary schools