Northwest Nazarene University

Adjunct Professor

Business School, Undergraduate Entrepreneurship Course.
Delivered an experiential entrepreneurship/intrapreneurship framework encompassing a:
1. Business Model Canvas™
2. Design thinking
3. Game-based design
4. Gamification Canvas™
5. Storytelling
6. Visualization.

Grand Canyon University

Dissertation Chair and Content Expert, College of Doctoral Studies

Dissertation Chair coaching and mentoring DBA learners working on their:
► Dissertation Prospectus,
► Dissertation Proposal,
► Dissertation Thesis.
Supporting the research, analysis, review, finalization, and defence of DBA Candidates' significant research initiatives.

Grand Canyon University

Adjunct Professor, College of Doctoral Studies

Adjunct Professor teaching multiple sections of DBA course Intellectual Capital in a Learning Organization, as well as Foundations for Research Methods. Coached and mentored many DBA learners in the process of moving to their Dissertation Courses.
Also providing significant mentoring, coaching and advising to DBA learners who are embarking upon their 10 Key Strategic Points, Dissertation Prospectuses, Dissertation Proposals, and the Dissertation Theses.

Anaheim University

Professor, Dissertation Chair & Coach

Akio Morita School of Business
• Actively directing DBA Candidates (Doctorate in Business Administration) as a Dissertation Chair for their doctoral journey an investigation.
• Leading and supporting DBA learners as a Dissertation Coach embarking upon their coursework for developing the Dissertation Proposal and Literature Review.

Anaheim University

Professor

Taught blended learner audience of online doctoral and master’s learners: DBA Entrepreneurial Funding/MBA Entrepreneurial Forecasting and Planning. Emphasis was on entrepreneurial funding and financial planning.

Universidade Estadual Paulista

Dissertation Co-Chair (PhD)

► Invited to be the Dissertation Co-Chair for a PhD Candidate sponsored under the Sandwich PhD program of the Brazilian Government.
► In this program, the doctoral student spends time studying under their home university's Dissertation Chair.
► As part of a program in globalization and internationalization, the doctoral student locates and works under a Dissertation Chair in another country, while learning the language and culture of the new country.

► PhD Candidate accepted a Visiting Scholar invitation to work on his dissertation at Westminster College for his PhD in Information Science.
► Dissertation topic will focus upon Competitive Intelligence and Knowledge Management.
► Candidate and I anticipate drafting two academic journal articles resulting from our collaboration in the USA.

FUNIFICATION

Chief Game-Based Learning Officer/Chief Knowledge Officer

FUNIFICATION is a consulting services and product deployment enterprise whose goal is to deliver "funified" immersive learning and training experiences.

► CRITICAL MISSION: Build engagement and retention within the range of generations encompassed by Baby Boomers, Gen X, Y, Z, and Millennials who find themselves hampered by boring and mediocre work spaces or university learning spaces totally devoid of cognitive, emotional, and behavioural engagement.

► ARCHITECTURE: Architect and deliver face-to-face (f-2-f) and online learning development tools applied to learning, encompassing tactile exercises, elearning, online games, simulations, serious games, board and dice games, and immersive virtual environments that increase both workplace and academic engagement, performance, and retention.

► COACHING/MENTORING: Build capacity for the acquisition of “sticky knowledge” and soft skills in a fun, experiential learning environment.

► DELIVERY: Deploy invigorated learning and knowledge exchange/transfer through games and sims, directly impacting the neuro-receptors of the brain, helping to reinforce new personal behaviour patterns.

FUNIFICATION 2.0: Knowledge mobilization model for corporate and educational game-based learning

World Journal of Science, Technology and Sustainable Development

• Purpose This conceptual paper reviews the concepts of “fun and play” and proposes a preliminary model that suggests potential benefits for quantitatively/qualitatively rating serious games and simulations associated with corporate and university Game-based Learning (GBL). • Design/methodology/approach A relevant literature review was executed to locate significant references to fun and play, assessment of game-based learning, and the pattern for integrating those elements with Knowledge Mobilization. Repertory Grid Method (RGM) was used to propose a preliminary model. • Findings The proposed FUNIFICATION Model will be useful as a foundation for further evaluation of Game-based Learning environments. • Research limitations/implications Additional rationalization of the proposed model and applying it to actual games with focus groups as the observers would provide additional validity to the new model. • Practical implications A threshold for fun involved in serious games and simulations would provide a quantitative/qualitative measure for playability of serious games and simulations. The FUNIFICATION Factor would feed into a Knowledge Mobilization model for acquiring, codifying, disseminating and making knowledge actionable, either within academic, corporate or public sector environments. • Originality/value The range of assessment models for game-based learning is evident from the literature review, and value could be derived in building an evaluation model based upon the repertory grid method to identify a FUNIFICATION Factor for serious games and simulations. Cite as: Jorge, C.F.B., Sutton, Michael J.D. (2017). FUNIFICATION 2.0: knowledge mobilization model for corporate and educational game-based learning. World Journal of Science, Technology and Sustainable Development (14)2/3[Available Online].

FUNIFICATION 2.0: Knowledge mobilization model for corporate and educational game-based learning

World Journal of Science, Technology and Sustainable Development

• Purpose This conceptual paper reviews the concepts of “fun and play” and proposes a preliminary model that suggests potential benefits for quantitatively/qualitatively rating serious games and simulations associated with corporate and university Game-based Learning (GBL). • Design/methodology/approach A relevant literature review was executed to locate significant references to fun and play, assessment of game-based learning, and the pattern for integrating those elements with Knowledge Mobilization. Repertory Grid Method (RGM) was used to propose a preliminary model. • Findings The proposed FUNIFICATION Model will be useful as a foundation for further evaluation of Game-based Learning environments. • Research limitations/implications Additional rationalization of the proposed model and applying it to actual games with focus groups as the observers would provide additional validity to the new model. • Practical implications A threshold for fun involved in serious games and simulations would provide a quantitative/qualitative measure for playability of serious games and simulations. The FUNIFICATION Factor would feed into a Knowledge Mobilization model for acquiring, codifying, disseminating and making knowledge actionable, either within academic, corporate or public sector environments. • Originality/value The range of assessment models for game-based learning is evident from the literature review, and value could be derived in building an evaluation model based upon the repertory grid method to identify a FUNIFICATION Factor for serious games and simulations. Cite as: Jorge, C.F.B., Sutton, Michael J.D. (2017). FUNIFICATION 2.0: knowledge mobilization model for corporate and educational game-based learning. World Journal of Science, Technology and Sustainable Development (14)2/3[Available Online].

Gamification, serious games, simulations, and immersive learning environments in knowledge management initiatives

World Journal of Science, Technology and Sustainable Development

• Purpose The aim of this article is to provide an in-depth and critical review of the literature and theories on knowledge, knowledge management (KM) as well as the concepts and approaches relating to organisational learning and the knowledge-based economy. We will also provide more details and definitions of various issues around gamification. • Design/methodology/approach Several sources have been reviewed and consulted including various mainstream referred journals focusing on KM and gamification. • Findings Game-based learning (GBL) in business must align with the learning goals and outcomes of training and development, and clearly demonstrate that learning can be evaluated and achieved. Serious game experiences drive personal change and transformation by generating an attitude of acceptance of the challenge, motivation to achieve, and constant innovation through participant commitments. Simulations push the participant into experiencing an immersive environment. Finally, gamification, as a collection of techniques, may be applied to educational and workplace activities, or used as a wrapper for GBL, serious games, and simulations. • Practical implications We are on a unique and unusual path to revitalizing and reinvigorating the educational experience. This new path is not about throwing a LMS at faculty and hoping it sticks. This new path is about creating faculty who are mentors, coaches, and life-long learners. • Originality/value This article provides a review of the emerging trends and cases where Gamification (GAMING), Simulations (SIMs), Serious Games (SGs), Immersive Learning Environments (ILE), Virtual Reality (VR) and Augmented Reality (AR) are applied to the deployment of knowledge-based initiatives. Cite as: Ahmed, A, Sutton, M. J.D. (2017). Gamification, serious games, simulations, and immersive learning environments in knowledge management initiatives. World Journal of Science, Technology and Sustainable Development (14)2/3 [Available Online].

FUNIFICATION 2.0: Knowledge mobilization model for corporate and educational game-based learning

World Journal of Science, Technology and Sustainable Development

• Purpose This conceptual paper reviews the concepts of “fun and play” and proposes a preliminary model that suggests potential benefits for quantitatively/qualitatively rating serious games and simulations associated with corporate and university Game-based Learning (GBL). • Design/methodology/approach A relevant literature review was executed to locate significant references to fun and play, assessment of game-based learning, and the pattern for integrating those elements with Knowledge Mobilization. Repertory Grid Method (RGM) was used to propose a preliminary model. • Findings The proposed FUNIFICATION Model will be useful as a foundation for further evaluation of Game-based Learning environments. • Research limitations/implications Additional rationalization of the proposed model and applying it to actual games with focus groups as the observers would provide additional validity to the new model. • Practical implications A threshold for fun involved in serious games and simulations would provide a quantitative/qualitative measure for playability of serious games and simulations. The FUNIFICATION Factor would feed into a Knowledge Mobilization model for acquiring, codifying, disseminating and making knowledge actionable, either within academic, corporate or public sector environments. • Originality/value The range of assessment models for game-based learning is evident from the literature review, and value could be derived in building an evaluation model based upon the repertory grid method to identify a FUNIFICATION Factor for serious games and simulations. Cite as: Jorge, C.F.B., Sutton, Michael J.D. (2017). FUNIFICATION 2.0: knowledge mobilization model for corporate and educational game-based learning. World Journal of Science, Technology and Sustainable Development (14)2/3[Available Online].

Gamification, serious games, simulations, and immersive learning environments in knowledge management initiatives

World Journal of Science, Technology and Sustainable Development

• Purpose The aim of this article is to provide an in-depth and critical review of the literature and theories on knowledge, knowledge management (KM) as well as the concepts and approaches relating to organisational learning and the knowledge-based economy. We will also provide more details and definitions of various issues around gamification. • Design/methodology/approach Several sources have been reviewed and consulted including various mainstream referred journals focusing on KM and gamification. • Findings Game-based learning (GBL) in business must align with the learning goals and outcomes of training and development, and clearly demonstrate that learning can be evaluated and achieved. Serious game experiences drive personal change and transformation by generating an attitude of acceptance of the challenge, motivation to achieve, and constant innovation through participant commitments. Simulations push the participant into experiencing an immersive environment. Finally, gamification, as a collection of techniques, may be applied to educational and workplace activities, or used as a wrapper for GBL, serious games, and simulations. • Practical implications We are on a unique and unusual path to revitalizing and reinvigorating the educational experience. This new path is not about throwing a LMS at faculty and hoping it sticks. This new path is about creating faculty who are mentors, coaches, and life-long learners. • Originality/value This article provides a review of the emerging trends and cases where Gamification (GAMING), Simulations (SIMs), Serious Games (SGs), Immersive Learning Environments (ILE), Virtual Reality (VR) and Augmented Reality (AR) are applied to the deployment of knowledge-based initiatives. Cite as: Ahmed, A, Sutton, M. J.D. (2017). Gamification, serious games, simulations, and immersive learning environments in knowledge management initiatives. World Journal of Science, Technology and Sustainable Development (14)2/3 [Available Online].

Using CoachingOurselves as a Management Development Tool in an Experiential MBA Course: A Case Study in Applying Reflection as a Learning Strategy for Enhancing Engagement

International Journal of Business, Humanities and Technology

This paper describes a case study of experiential learning and the application of learner generated reflection journals, (learning journals). The context of this case was an MBA course called Corporate Coaching Conversations offered at Westminster College’s Bill and Vieve Gore School of Business in Salt Lake City, UT. The purpose of this exploratory and explanatory case was to report on the observations of the application of experiential-based CoachingOurselves topics in a traditional MBA classroom environment. Consequently, the paper describes an approach for the use of experiential techniques to improve classroom engagement and generate reflective learning.

FUNIFICATION 2.0: Knowledge mobilization model for corporate and educational game-based learning

World Journal of Science, Technology and Sustainable Development

• Purpose This conceptual paper reviews the concepts of “fun and play” and proposes a preliminary model that suggests potential benefits for quantitatively/qualitatively rating serious games and simulations associated with corporate and university Game-based Learning (GBL). • Design/methodology/approach A relevant literature review was executed to locate significant references to fun and play, assessment of game-based learning, and the pattern for integrating those elements with Knowledge Mobilization. Repertory Grid Method (RGM) was used to propose a preliminary model. • Findings The proposed FUNIFICATION Model will be useful as a foundation for further evaluation of Game-based Learning environments. • Research limitations/implications Additional rationalization of the proposed model and applying it to actual games with focus groups as the observers would provide additional validity to the new model. • Practical implications A threshold for fun involved in serious games and simulations would provide a quantitative/qualitative measure for playability of serious games and simulations. The FUNIFICATION Factor would feed into a Knowledge Mobilization model for acquiring, codifying, disseminating and making knowledge actionable, either within academic, corporate or public sector environments. • Originality/value The range of assessment models for game-based learning is evident from the literature review, and value could be derived in building an evaluation model based upon the repertory grid method to identify a FUNIFICATION Factor for serious games and simulations. Cite as: Jorge, C.F.B., Sutton, Michael J.D. (2017). FUNIFICATION 2.0: knowledge mobilization model for corporate and educational game-based learning. World Journal of Science, Technology and Sustainable Development (14)2/3[Available Online].

Gamification, serious games, simulations, and immersive learning environments in knowledge management initiatives

World Journal of Science, Technology and Sustainable Development

• Purpose The aim of this article is to provide an in-depth and critical review of the literature and theories on knowledge, knowledge management (KM) as well as the concepts and approaches relating to organisational learning and the knowledge-based economy. We will also provide more details and definitions of various issues around gamification. • Design/methodology/approach Several sources have been reviewed and consulted including various mainstream referred journals focusing on KM and gamification. • Findings Game-based learning (GBL) in business must align with the learning goals and outcomes of training and development, and clearly demonstrate that learning can be evaluated and achieved. Serious game experiences drive personal change and transformation by generating an attitude of acceptance of the challenge, motivation to achieve, and constant innovation through participant commitments. Simulations push the participant into experiencing an immersive environment. Finally, gamification, as a collection of techniques, may be applied to educational and workplace activities, or used as a wrapper for GBL, serious games, and simulations. • Practical implications We are on a unique and unusual path to revitalizing and reinvigorating the educational experience. This new path is not about throwing a LMS at faculty and hoping it sticks. This new path is about creating faculty who are mentors, coaches, and life-long learners. • Originality/value This article provides a review of the emerging trends and cases where Gamification (GAMING), Simulations (SIMs), Serious Games (SGs), Immersive Learning Environments (ILE), Virtual Reality (VR) and Augmented Reality (AR) are applied to the deployment of knowledge-based initiatives. Cite as: Ahmed, A, Sutton, M. J.D. (2017). Gamification, serious games, simulations, and immersive learning environments in knowledge management initiatives. World Journal of Science, Technology and Sustainable Development (14)2/3 [Available Online].

Using CoachingOurselves as a Management Development Tool in an Experiential MBA Course: A Case Study in Applying Reflection as a Learning Strategy for Enhancing Engagement

International Journal of Business, Humanities and Technology

This paper describes a case study of experiential learning and the application of learner generated reflection journals, (learning journals). The context of this case was an MBA course called Corporate Coaching Conversations offered at Westminster College’s Bill and Vieve Gore School of Business in Salt Lake City, UT. The purpose of this exploratory and explanatory case was to report on the observations of the application of experiential-based CoachingOurselves topics in a traditional MBA classroom environment. Consequently, the paper describes an approach for the use of experiential techniques to improve classroom engagement and generate reflective learning.

Co-author with Kevin Allen of EMOTIFY! The power of the human element in game-based learning, serious games and experiential education

E.I. Games LLC

FUNIFICATION 2.0: Knowledge mobilization model for corporate and educational game-based learning

World Journal of Science, Technology and Sustainable Development

• Purpose This conceptual paper reviews the concepts of “fun and play” and proposes a preliminary model that suggests potential benefits for quantitatively/qualitatively rating serious games and simulations associated with corporate and university Game-based Learning (GBL). • Design/methodology/approach A relevant literature review was executed to locate significant references to fun and play, assessment of game-based learning, and the pattern for integrating those elements with Knowledge Mobilization. Repertory Grid Method (RGM) was used to propose a preliminary model. • Findings The proposed FUNIFICATION Model will be useful as a foundation for further evaluation of Game-based Learning environments. • Research limitations/implications Additional rationalization of the proposed model and applying it to actual games with focus groups as the observers would provide additional validity to the new model. • Practical implications A threshold for fun involved in serious games and simulations would provide a quantitative/qualitative measure for playability of serious games and simulations. The FUNIFICATION Factor would feed into a Knowledge Mobilization model for acquiring, codifying, disseminating and making knowledge actionable, either within academic, corporate or public sector environments. • Originality/value The range of assessment models for game-based learning is evident from the literature review, and value could be derived in building an evaluation model based upon the repertory grid method to identify a FUNIFICATION Factor for serious games and simulations. Cite as: Jorge, C.F.B., Sutton, Michael J.D. (2017). FUNIFICATION 2.0: knowledge mobilization model for corporate and educational game-based learning. World Journal of Science, Technology and Sustainable Development (14)2/3[Available Online].

Gamification, serious games, simulations, and immersive learning environments in knowledge management initiatives

World Journal of Science, Technology and Sustainable Development

• Purpose The aim of this article is to provide an in-depth and critical review of the literature and theories on knowledge, knowledge management (KM) as well as the concepts and approaches relating to organisational learning and the knowledge-based economy. We will also provide more details and definitions of various issues around gamification. • Design/methodology/approach Several sources have been reviewed and consulted including various mainstream referred journals focusing on KM and gamification. • Findings Game-based learning (GBL) in business must align with the learning goals and outcomes of training and development, and clearly demonstrate that learning can be evaluated and achieved. Serious game experiences drive personal change and transformation by generating an attitude of acceptance of the challenge, motivation to achieve, and constant innovation through participant commitments. Simulations push the participant into experiencing an immersive environment. Finally, gamification, as a collection of techniques, may be applied to educational and workplace activities, or used as a wrapper for GBL, serious games, and simulations. • Practical implications We are on a unique and unusual path to revitalizing and reinvigorating the educational experience. This new path is not about throwing a LMS at faculty and hoping it sticks. This new path is about creating faculty who are mentors, coaches, and life-long learners. • Originality/value This article provides a review of the emerging trends and cases where Gamification (GAMING), Simulations (SIMs), Serious Games (SGs), Immersive Learning Environments (ILE), Virtual Reality (VR) and Augmented Reality (AR) are applied to the deployment of knowledge-based initiatives. Cite as: Ahmed, A, Sutton, M. J.D. (2017). Gamification, serious games, simulations, and immersive learning environments in knowledge management initiatives. World Journal of Science, Technology and Sustainable Development (14)2/3 [Available Online].

Using CoachingOurselves as a Management Development Tool in an Experiential MBA Course: A Case Study in Applying Reflection as a Learning Strategy for Enhancing Engagement

International Journal of Business, Humanities and Technology

This paper describes a case study of experiential learning and the application of learner generated reflection journals, (learning journals). The context of this case was an MBA course called Corporate Coaching Conversations offered at Westminster College’s Bill and Vieve Gore School of Business in Salt Lake City, UT. The purpose of this exploratory and explanatory case was to report on the observations of the application of experiential-based CoachingOurselves topics in a traditional MBA classroom environment. Consequently, the paper describes an approach for the use of experiential techniques to improve classroom engagement and generate reflective learning.

Co-author with Kevin Allen of EMOTIFY! The power of the human element in game-based learning, serious games and experiential education

E.I. Games LLC

Compilation of Journals: Information Sources for the Topics of Game-Based Learning, Simulations, Serious Games, Gamification, Virtual Reality, and Immersive Learning

FUNIFICATION LLC

[Latest Version 3-2] Compilation of 45 Journals: Information Sources for the Topics of Game-Based Learning, Simulations, Serious Games, Gamification, Virtual Reality, and Immersive Learning. My quest for high quality research associated with Game-Based Learning, Simulations, Serious Games, Gamification, Virtual Reality, Immersive Learning, etc. has been quite a challenge. In attempting to scour the Inet looking for useful material, I have complied a definitive list of journal SOURCEs, current to Dec. 31, 2016. I am sharing this with my readers in the hope that: 1. You will find this information very useful. 2. This information will save you significant time and resources. 3. If I have missed any journal, you will update me on the title, URL, and description so I can keep this resource up-to-date.

FUNIFICATION 2.0: Knowledge mobilization model for corporate and educational game-based learning

World Journal of Science, Technology and Sustainable Development

• Purpose This conceptual paper reviews the concepts of “fun and play” and proposes a preliminary model that suggests potential benefits for quantitatively/qualitatively rating serious games and simulations associated with corporate and university Game-based Learning (GBL). • Design/methodology/approach A relevant literature review was executed to locate significant references to fun and play, assessment of game-based learning, and the pattern for integrating those elements with Knowledge Mobilization. Repertory Grid Method (RGM) was used to propose a preliminary model. • Findings The proposed FUNIFICATION Model will be useful as a foundation for further evaluation of Game-based Learning environments. • Research limitations/implications Additional rationalization of the proposed model and applying it to actual games with focus groups as the observers would provide additional validity to the new model. • Practical implications A threshold for fun involved in serious games and simulations would provide a quantitative/qualitative measure for playability of serious games and simulations. The FUNIFICATION Factor would feed into a Knowledge Mobilization model for acquiring, codifying, disseminating and making knowledge actionable, either within academic, corporate or public sector environments. • Originality/value The range of assessment models for game-based learning is evident from the literature review, and value could be derived in building an evaluation model based upon the repertory grid method to identify a FUNIFICATION Factor for serious games and simulations. Cite as: Jorge, C.F.B., Sutton, Michael J.D. (2017). FUNIFICATION 2.0: knowledge mobilization model for corporate and educational game-based learning. World Journal of Science, Technology and Sustainable Development (14)2/3[Available Online].

Gamification, serious games, simulations, and immersive learning environments in knowledge management initiatives

World Journal of Science, Technology and Sustainable Development

• Purpose The aim of this article is to provide an in-depth and critical review of the literature and theories on knowledge, knowledge management (KM) as well as the concepts and approaches relating to organisational learning and the knowledge-based economy. We will also provide more details and definitions of various issues around gamification. • Design/methodology/approach Several sources have been reviewed and consulted including various mainstream referred journals focusing on KM and gamification. • Findings Game-based learning (GBL) in business must align with the learning goals and outcomes of training and development, and clearly demonstrate that learning can be evaluated and achieved. Serious game experiences drive personal change and transformation by generating an attitude of acceptance of the challenge, motivation to achieve, and constant innovation through participant commitments. Simulations push the participant into experiencing an immersive environment. Finally, gamification, as a collection of techniques, may be applied to educational and workplace activities, or used as a wrapper for GBL, serious games, and simulations. • Practical implications We are on a unique and unusual path to revitalizing and reinvigorating the educational experience. This new path is not about throwing a LMS at faculty and hoping it sticks. This new path is about creating faculty who are mentors, coaches, and life-long learners. • Originality/value This article provides a review of the emerging trends and cases where Gamification (GAMING), Simulations (SIMs), Serious Games (SGs), Immersive Learning Environments (ILE), Virtual Reality (VR) and Augmented Reality (AR) are applied to the deployment of knowledge-based initiatives. Cite as: Ahmed, A, Sutton, M. J.D. (2017). Gamification, serious games, simulations, and immersive learning environments in knowledge management initiatives. World Journal of Science, Technology and Sustainable Development (14)2/3 [Available Online].

Using CoachingOurselves as a Management Development Tool in an Experiential MBA Course: A Case Study in Applying Reflection as a Learning Strategy for Enhancing Engagement

International Journal of Business, Humanities and Technology

This paper describes a case study of experiential learning and the application of learner generated reflection journals, (learning journals). The context of this case was an MBA course called Corporate Coaching Conversations offered at Westminster College’s Bill and Vieve Gore School of Business in Salt Lake City, UT. The purpose of this exploratory and explanatory case was to report on the observations of the application of experiential-based CoachingOurselves topics in a traditional MBA classroom environment. Consequently, the paper describes an approach for the use of experiential techniques to improve classroom engagement and generate reflective learning.

Co-author with Kevin Allen of EMOTIFY! The power of the human element in game-based learning, serious games and experiential education

E.I. Games LLC

Compilation of Journals: Information Sources for the Topics of Game-Based Learning, Simulations, Serious Games, Gamification, Virtual Reality, and Immersive Learning

FUNIFICATION LLC

[Latest Version 3-2] Compilation of 45 Journals: Information Sources for the Topics of Game-Based Learning, Simulations, Serious Games, Gamification, Virtual Reality, and Immersive Learning. My quest for high quality research associated with Game-Based Learning, Simulations, Serious Games, Gamification, Virtual Reality, Immersive Learning, etc. has been quite a challenge. In attempting to scour the Inet looking for useful material, I have complied a definitive list of journal SOURCEs, current to Dec. 31, 2016. I am sharing this with my readers in the hope that: 1. You will find this information very useful. 2. This information will save you significant time and resources. 3. If I have missed any journal, you will update me on the title, URL, and description so I can keep this resource up-to-date.

Document Management for the Enterprise: Principles, Techniques, and Applications

Wiley & Sons

► Complete blueprint for planning, building, and maintaining fast, efficient, automated knowledge management systems, based upon document artifacts ► Defined and simplified the principles of document engineering and management. ► Armed the knowledge architect with a set of proven techniques and methods for planning, building, and maintaining automated systems for fast and efficient storage and retrieval of digital objects. ► Included numerous case studies showing how to avoid common pitfalls and how to overcome frequently encountered obstacles. ► Comprehensive, hands-on guide to the engineering and management of enterprise knowledge management systems.

FUNIFICATION 2.0: Knowledge mobilization model for corporate and educational game-based learning

World Journal of Science, Technology and Sustainable Development

• Purpose This conceptual paper reviews the concepts of “fun and play” and proposes a preliminary model that suggests potential benefits for quantitatively/qualitatively rating serious games and simulations associated with corporate and university Game-based Learning (GBL). • Design/methodology/approach A relevant literature review was executed to locate significant references to fun and play, assessment of game-based learning, and the pattern for integrating those elements with Knowledge Mobilization. Repertory Grid Method (RGM) was used to propose a preliminary model. • Findings The proposed FUNIFICATION Model will be useful as a foundation for further evaluation of Game-based Learning environments. • Research limitations/implications Additional rationalization of the proposed model and applying it to actual games with focus groups as the observers would provide additional validity to the new model. • Practical implications A threshold for fun involved in serious games and simulations would provide a quantitative/qualitative measure for playability of serious games and simulations. The FUNIFICATION Factor would feed into a Knowledge Mobilization model for acquiring, codifying, disseminating and making knowledge actionable, either within academic, corporate or public sector environments. • Originality/value The range of assessment models for game-based learning is evident from the literature review, and value could be derived in building an evaluation model based upon the repertory grid method to identify a FUNIFICATION Factor for serious games and simulations. Cite as: Jorge, C.F.B., Sutton, Michael J.D. (2017). FUNIFICATION 2.0: knowledge mobilization model for corporate and educational game-based learning. World Journal of Science, Technology and Sustainable Development (14)2/3[Available Online].

Gamification, serious games, simulations, and immersive learning environments in knowledge management initiatives

World Journal of Science, Technology and Sustainable Development

• Purpose The aim of this article is to provide an in-depth and critical review of the literature and theories on knowledge, knowledge management (KM) as well as the concepts and approaches relating to organisational learning and the knowledge-based economy. We will also provide more details and definitions of various issues around gamification. • Design/methodology/approach Several sources have been reviewed and consulted including various mainstream referred journals focusing on KM and gamification. • Findings Game-based learning (GBL) in business must align with the learning goals and outcomes of training and development, and clearly demonstrate that learning can be evaluated and achieved. Serious game experiences drive personal change and transformation by generating an attitude of acceptance of the challenge, motivation to achieve, and constant innovation through participant commitments. Simulations push the participant into experiencing an immersive environment. Finally, gamification, as a collection of techniques, may be applied to educational and workplace activities, or used as a wrapper for GBL, serious games, and simulations. • Practical implications We are on a unique and unusual path to revitalizing and reinvigorating the educational experience. This new path is not about throwing a LMS at faculty and hoping it sticks. This new path is about creating faculty who are mentors, coaches, and life-long learners. • Originality/value This article provides a review of the emerging trends and cases where Gamification (GAMING), Simulations (SIMs), Serious Games (SGs), Immersive Learning Environments (ILE), Virtual Reality (VR) and Augmented Reality (AR) are applied to the deployment of knowledge-based initiatives. Cite as: Ahmed, A, Sutton, M. J.D. (2017). Gamification, serious games, simulations, and immersive learning environments in knowledge management initiatives. World Journal of Science, Technology and Sustainable Development (14)2/3 [Available Online].

Using CoachingOurselves as a Management Development Tool in an Experiential MBA Course: A Case Study in Applying Reflection as a Learning Strategy for Enhancing Engagement

International Journal of Business, Humanities and Technology

This paper describes a case study of experiential learning and the application of learner generated reflection journals, (learning journals). The context of this case was an MBA course called Corporate Coaching Conversations offered at Westminster College’s Bill and Vieve Gore School of Business in Salt Lake City, UT. The purpose of this exploratory and explanatory case was to report on the observations of the application of experiential-based CoachingOurselves topics in a traditional MBA classroom environment. Consequently, the paper describes an approach for the use of experiential techniques to improve classroom engagement and generate reflective learning.

Co-author with Kevin Allen of EMOTIFY! The power of the human element in game-based learning, serious games and experiential education

E.I. Games LLC

Compilation of Journals: Information Sources for the Topics of Game-Based Learning, Simulations, Serious Games, Gamification, Virtual Reality, and Immersive Learning

FUNIFICATION LLC

[Latest Version 3-2] Compilation of 45 Journals: Information Sources for the Topics of Game-Based Learning, Simulations, Serious Games, Gamification, Virtual Reality, and Immersive Learning. My quest for high quality research associated with Game-Based Learning, Simulations, Serious Games, Gamification, Virtual Reality, Immersive Learning, etc. has been quite a challenge. In attempting to scour the Inet looking for useful material, I have complied a definitive list of journal SOURCEs, current to Dec. 31, 2016. I am sharing this with my readers in the hope that: 1. You will find this information very useful. 2. This information will save you significant time and resources. 3. If I have missed any journal, you will update me on the title, URL, and description so I can keep this resource up-to-date.

Document Management for the Enterprise: Principles, Techniques, and Applications

Wiley & Sons

► Complete blueprint for planning, building, and maintaining fast, efficient, automated knowledge management systems, based upon document artifacts ► Defined and simplified the principles of document engineering and management. ► Armed the knowledge architect with a set of proven techniques and methods for planning, building, and maintaining automated systems for fast and efficient storage and retrieval of digital objects. ► Included numerous case studies showing how to avoid common pitfalls and how to overcome frequently encountered obstacles. ► Comprehensive, hands-on guide to the engineering and management of enterprise knowledge management systems.

Using the Wiki as an Experiential Learning Tool to Engage Students in Undergraduate and Graduate University Courses

Emerald Publishing

Cutting-edge Technologies in Higher Education, Volume 6A, 195-225 Copyright 2012 by Emerald Group Publishing Limited

FUNIFICATION 2.0: Knowledge mobilization model for corporate and educational game-based learning

World Journal of Science, Technology and Sustainable Development

• Purpose This conceptual paper reviews the concepts of “fun and play” and proposes a preliminary model that suggests potential benefits for quantitatively/qualitatively rating serious games and simulations associated with corporate and university Game-based Learning (GBL). • Design/methodology/approach A relevant literature review was executed to locate significant references to fun and play, assessment of game-based learning, and the pattern for integrating those elements with Knowledge Mobilization. Repertory Grid Method (RGM) was used to propose a preliminary model. • Findings The proposed FUNIFICATION Model will be useful as a foundation for further evaluation of Game-based Learning environments. • Research limitations/implications Additional rationalization of the proposed model and applying it to actual games with focus groups as the observers would provide additional validity to the new model. • Practical implications A threshold for fun involved in serious games and simulations would provide a quantitative/qualitative measure for playability of serious games and simulations. The FUNIFICATION Factor would feed into a Knowledge Mobilization model for acquiring, codifying, disseminating and making knowledge actionable, either within academic, corporate or public sector environments. • Originality/value The range of assessment models for game-based learning is evident from the literature review, and value could be derived in building an evaluation model based upon the repertory grid method to identify a FUNIFICATION Factor for serious games and simulations. Cite as: Jorge, C.F.B., Sutton, Michael J.D. (2017). FUNIFICATION 2.0: knowledge mobilization model for corporate and educational game-based learning. World Journal of Science, Technology and Sustainable Development (14)2/3[Available Online].

Gamification, serious games, simulations, and immersive learning environments in knowledge management initiatives

World Journal of Science, Technology and Sustainable Development

• Purpose The aim of this article is to provide an in-depth and critical review of the literature and theories on knowledge, knowledge management (KM) as well as the concepts and approaches relating to organisational learning and the knowledge-based economy. We will also provide more details and definitions of various issues around gamification. • Design/methodology/approach Several sources have been reviewed and consulted including various mainstream referred journals focusing on KM and gamification. • Findings Game-based learning (GBL) in business must align with the learning goals and outcomes of training and development, and clearly demonstrate that learning can be evaluated and achieved. Serious game experiences drive personal change and transformation by generating an attitude of acceptance of the challenge, motivation to achieve, and constant innovation through participant commitments. Simulations push the participant into experiencing an immersive environment. Finally, gamification, as a collection of techniques, may be applied to educational and workplace activities, or used as a wrapper for GBL, serious games, and simulations. • Practical implications We are on a unique and unusual path to revitalizing and reinvigorating the educational experience. This new path is not about throwing a LMS at faculty and hoping it sticks. This new path is about creating faculty who are mentors, coaches, and life-long learners. • Originality/value This article provides a review of the emerging trends and cases where Gamification (GAMING), Simulations (SIMs), Serious Games (SGs), Immersive Learning Environments (ILE), Virtual Reality (VR) and Augmented Reality (AR) are applied to the deployment of knowledge-based initiatives. Cite as: Ahmed, A, Sutton, M. J.D. (2017). Gamification, serious games, simulations, and immersive learning environments in knowledge management initiatives. World Journal of Science, Technology and Sustainable Development (14)2/3 [Available Online].

Using CoachingOurselves as a Management Development Tool in an Experiential MBA Course: A Case Study in Applying Reflection as a Learning Strategy for Enhancing Engagement

International Journal of Business, Humanities and Technology

This paper describes a case study of experiential learning and the application of learner generated reflection journals, (learning journals). The context of this case was an MBA course called Corporate Coaching Conversations offered at Westminster College’s Bill and Vieve Gore School of Business in Salt Lake City, UT. The purpose of this exploratory and explanatory case was to report on the observations of the application of experiential-based CoachingOurselves topics in a traditional MBA classroom environment. Consequently, the paper describes an approach for the use of experiential techniques to improve classroom engagement and generate reflective learning.

Co-author with Kevin Allen of EMOTIFY! The power of the human element in game-based learning, serious games and experiential education

E.I. Games LLC

Compilation of Journals: Information Sources for the Topics of Game-Based Learning, Simulations, Serious Games, Gamification, Virtual Reality, and Immersive Learning

FUNIFICATION LLC

[Latest Version 3-2] Compilation of 45 Journals: Information Sources for the Topics of Game-Based Learning, Simulations, Serious Games, Gamification, Virtual Reality, and Immersive Learning. My quest for high quality research associated with Game-Based Learning, Simulations, Serious Games, Gamification, Virtual Reality, Immersive Learning, etc. has been quite a challenge. In attempting to scour the Inet looking for useful material, I have complied a definitive list of journal SOURCEs, current to Dec. 31, 2016. I am sharing this with my readers in the hope that: 1. You will find this information very useful. 2. This information will save you significant time and resources. 3. If I have missed any journal, you will update me on the title, URL, and description so I can keep this resource up-to-date.

Document Management for the Enterprise: Principles, Techniques, and Applications

Wiley & Sons

► Complete blueprint for planning, building, and maintaining fast, efficient, automated knowledge management systems, based upon document artifacts ► Defined and simplified the principles of document engineering and management. ► Armed the knowledge architect with a set of proven techniques and methods for planning, building, and maintaining automated systems for fast and efficient storage and retrieval of digital objects. ► Included numerous case studies showing how to avoid common pitfalls and how to overcome frequently encountered obstacles. ► Comprehensive, hands-on guide to the engineering and management of enterprise knowledge management systems.

Using the Wiki as an Experiential Learning Tool to Engage Students in Undergraduate and Graduate University Courses

Emerald Publishing

Cutting-edge Technologies in Higher Education, Volume 6A, 195-225 Copyright 2012 by Emerald Group Publishing Limited

Examination of the Historical Sensemaking Processes Representing the Development of Knowledge Management Programs in Universities: Case Studies Associated with an Emergent Discipline

Unpublished Doctoral Dissertation, McGill University: School of Library and Information Sciences, Montreal, QC, CANADA.

The purpose of this qualitative study was an investigation of the phenomenon of Knowledge Management (KM) educational program design and development. The interest in KM programs has grown during the last decade because of the increased demand for KM educational research and the importance of the emerging knowledge economy. This exploratory and explanatory investigation scrutinized two cases of graduate-level KM programs conceived in the year 2000.

FUNIFICATION 2.0: Knowledge mobilization model for corporate and educational game-based learning

World Journal of Science, Technology and Sustainable Development

• Purpose This conceptual paper reviews the concepts of “fun and play” and proposes a preliminary model that suggests potential benefits for quantitatively/qualitatively rating serious games and simulations associated with corporate and university Game-based Learning (GBL). • Design/methodology/approach A relevant literature review was executed to locate significant references to fun and play, assessment of game-based learning, and the pattern for integrating those elements with Knowledge Mobilization. Repertory Grid Method (RGM) was used to propose a preliminary model. • Findings The proposed FUNIFICATION Model will be useful as a foundation for further evaluation of Game-based Learning environments. • Research limitations/implications Additional rationalization of the proposed model and applying it to actual games with focus groups as the observers would provide additional validity to the new model. • Practical implications A threshold for fun involved in serious games and simulations would provide a quantitative/qualitative measure for playability of serious games and simulations. The FUNIFICATION Factor would feed into a Knowledge Mobilization model for acquiring, codifying, disseminating and making knowledge actionable, either within academic, corporate or public sector environments. • Originality/value The range of assessment models for game-based learning is evident from the literature review, and value could be derived in building an evaluation model based upon the repertory grid method to identify a FUNIFICATION Factor for serious games and simulations. Cite as: Jorge, C.F.B., Sutton, Michael J.D. (2017). FUNIFICATION 2.0: knowledge mobilization model for corporate and educational game-based learning. World Journal of Science, Technology and Sustainable Development (14)2/3[Available Online].

Gamification, serious games, simulations, and immersive learning environments in knowledge management initiatives

World Journal of Science, Technology and Sustainable Development

• Purpose The aim of this article is to provide an in-depth and critical review of the literature and theories on knowledge, knowledge management (KM) as well as the concepts and approaches relating to organisational learning and the knowledge-based economy. We will also provide more details and definitions of various issues around gamification. • Design/methodology/approach Several sources have been reviewed and consulted including various mainstream referred journals focusing on KM and gamification. • Findings Game-based learning (GBL) in business must align with the learning goals and outcomes of training and development, and clearly demonstrate that learning can be evaluated and achieved. Serious game experiences drive personal change and transformation by generating an attitude of acceptance of the challenge, motivation to achieve, and constant innovation through participant commitments. Simulations push the participant into experiencing an immersive environment. Finally, gamification, as a collection of techniques, may be applied to educational and workplace activities, or used as a wrapper for GBL, serious games, and simulations. • Practical implications We are on a unique and unusual path to revitalizing and reinvigorating the educational experience. This new path is not about throwing a LMS at faculty and hoping it sticks. This new path is about creating faculty who are mentors, coaches, and life-long learners. • Originality/value This article provides a review of the emerging trends and cases where Gamification (GAMING), Simulations (SIMs), Serious Games (SGs), Immersive Learning Environments (ILE), Virtual Reality (VR) and Augmented Reality (AR) are applied to the deployment of knowledge-based initiatives. Cite as: Ahmed, A, Sutton, M. J.D. (2017). Gamification, serious games, simulations, and immersive learning environments in knowledge management initiatives. World Journal of Science, Technology and Sustainable Development (14)2/3 [Available Online].

Using CoachingOurselves as a Management Development Tool in an Experiential MBA Course: A Case Study in Applying Reflection as a Learning Strategy for Enhancing Engagement

International Journal of Business, Humanities and Technology

This paper describes a case study of experiential learning and the application of learner generated reflection journals, (learning journals). The context of this case was an MBA course called Corporate Coaching Conversations offered at Westminster College’s Bill and Vieve Gore School of Business in Salt Lake City, UT. The purpose of this exploratory and explanatory case was to report on the observations of the application of experiential-based CoachingOurselves topics in a traditional MBA classroom environment. Consequently, the paper describes an approach for the use of experiential techniques to improve classroom engagement and generate reflective learning.

Co-author with Kevin Allen of EMOTIFY! The power of the human element in game-based learning, serious games and experiential education

E.I. Games LLC

Compilation of Journals: Information Sources for the Topics of Game-Based Learning, Simulations, Serious Games, Gamification, Virtual Reality, and Immersive Learning

FUNIFICATION LLC

[Latest Version 3-2] Compilation of 45 Journals: Information Sources for the Topics of Game-Based Learning, Simulations, Serious Games, Gamification, Virtual Reality, and Immersive Learning. My quest for high quality research associated with Game-Based Learning, Simulations, Serious Games, Gamification, Virtual Reality, Immersive Learning, etc. has been quite a challenge. In attempting to scour the Inet looking for useful material, I have complied a definitive list of journal SOURCEs, current to Dec. 31, 2016. I am sharing this with my readers in the hope that: 1. You will find this information very useful. 2. This information will save you significant time and resources. 3. If I have missed any journal, you will update me on the title, URL, and description so I can keep this resource up-to-date.

Document Management for the Enterprise: Principles, Techniques, and Applications

Wiley & Sons

► Complete blueprint for planning, building, and maintaining fast, efficient, automated knowledge management systems, based upon document artifacts ► Defined and simplified the principles of document engineering and management. ► Armed the knowledge architect with a set of proven techniques and methods for planning, building, and maintaining automated systems for fast and efficient storage and retrieval of digital objects. ► Included numerous case studies showing how to avoid common pitfalls and how to overcome frequently encountered obstacles. ► Comprehensive, hands-on guide to the engineering and management of enterprise knowledge management systems.

Using the Wiki as an Experiential Learning Tool to Engage Students in Undergraduate and Graduate University Courses

Emerald Publishing

Cutting-edge Technologies in Higher Education, Volume 6A, 195-225 Copyright 2012 by Emerald Group Publishing Limited

Examination of the Historical Sensemaking Processes Representing the Development of Knowledge Management Programs in Universities: Case Studies Associated with an Emergent Discipline

Unpublished Doctoral Dissertation, McGill University: School of Library and Information Sciences, Montreal, QC, CANADA.

The purpose of this qualitative study was an investigation of the phenomenon of Knowledge Management (KM) educational program design and development. The interest in KM programs has grown during the last decade because of the increased demand for KM educational research and the importance of the emerging knowledge economy. This exploratory and explanatory investigation scrutinized two cases of graduate-level KM programs conceived in the year 2000.

Games as a strategy in building knowledge management in the context of organizational intelligence

Perspective in Management and Knowledge, 6. Special Issue: Organizational Intelligence and Knowledge Management

Published in Portuguese • Jorge, C. F. B., Sutton, M. J. D. (2016). Games como estratégia na construção e gestão do conhecimento no contexto da inteligencia organizacional. Perspectivas em Gestão & Conhecimento - PG&C, 6, Número Especial: Inteligência Organizacional e Gestão do Conhecimento, 103-118. • [Jorge, C. F. B., Sutton, M. J. D. (2016). Games as a strategy in building knowledge management in the context of organizational intelligence. Perspective in Management and Knowledge, 6. Special Issue: Organizational Intelligence and Knowledge Management, 103-118.—[to be translated to English shortly]

FUNIFICATION 2.0: Knowledge mobilization model for corporate and educational game-based learning

World Journal of Science, Technology and Sustainable Development

• Purpose This conceptual paper reviews the concepts of “fun and play” and proposes a preliminary model that suggests potential benefits for quantitatively/qualitatively rating serious games and simulations associated with corporate and university Game-based Learning (GBL). • Design/methodology/approach A relevant literature review was executed to locate significant references to fun and play, assessment of game-based learning, and the pattern for integrating those elements with Knowledge Mobilization. Repertory Grid Method (RGM) was used to propose a preliminary model. • Findings The proposed FUNIFICATION Model will be useful as a foundation for further evaluation of Game-based Learning environments. • Research limitations/implications Additional rationalization of the proposed model and applying it to actual games with focus groups as the observers would provide additional validity to the new model. • Practical implications A threshold for fun involved in serious games and simulations would provide a quantitative/qualitative measure for playability of serious games and simulations. The FUNIFICATION Factor would feed into a Knowledge Mobilization model for acquiring, codifying, disseminating and making knowledge actionable, either within academic, corporate or public sector environments. • Originality/value The range of assessment models for game-based learning is evident from the literature review, and value could be derived in building an evaluation model based upon the repertory grid method to identify a FUNIFICATION Factor for serious games and simulations. Cite as: Jorge, C.F.B., Sutton, Michael J.D. (2017). FUNIFICATION 2.0: knowledge mobilization model for corporate and educational game-based learning. World Journal of Science, Technology and Sustainable Development (14)2/3[Available Online].

Gamification, serious games, simulations, and immersive learning environments in knowledge management initiatives

World Journal of Science, Technology and Sustainable Development

• Purpose The aim of this article is to provide an in-depth and critical review of the literature and theories on knowledge, knowledge management (KM) as well as the concepts and approaches relating to organisational learning and the knowledge-based economy. We will also provide more details and definitions of various issues around gamification. • Design/methodology/approach Several sources have been reviewed and consulted including various mainstream referred journals focusing on KM and gamification. • Findings Game-based learning (GBL) in business must align with the learning goals and outcomes of training and development, and clearly demonstrate that learning can be evaluated and achieved. Serious game experiences drive personal change and transformation by generating an attitude of acceptance of the challenge, motivation to achieve, and constant innovation through participant commitments. Simulations push the participant into experiencing an immersive environment. Finally, gamification, as a collection of techniques, may be applied to educational and workplace activities, or used as a wrapper for GBL, serious games, and simulations. • Practical implications We are on a unique and unusual path to revitalizing and reinvigorating the educational experience. This new path is not about throwing a LMS at faculty and hoping it sticks. This new path is about creating faculty who are mentors, coaches, and life-long learners. • Originality/value This article provides a review of the emerging trends and cases where Gamification (GAMING), Simulations (SIMs), Serious Games (SGs), Immersive Learning Environments (ILE), Virtual Reality (VR) and Augmented Reality (AR) are applied to the deployment of knowledge-based initiatives. Cite as: Ahmed, A, Sutton, M. J.D. (2017). Gamification, serious games, simulations, and immersive learning environments in knowledge management initiatives. World Journal of Science, Technology and Sustainable Development (14)2/3 [Available Online].

Using CoachingOurselves as a Management Development Tool in an Experiential MBA Course: A Case Study in Applying Reflection as a Learning Strategy for Enhancing Engagement

International Journal of Business, Humanities and Technology

This paper describes a case study of experiential learning and the application of learner generated reflection journals, (learning journals). The context of this case was an MBA course called Corporate Coaching Conversations offered at Westminster College’s Bill and Vieve Gore School of Business in Salt Lake City, UT. The purpose of this exploratory and explanatory case was to report on the observations of the application of experiential-based CoachingOurselves topics in a traditional MBA classroom environment. Consequently, the paper describes an approach for the use of experiential techniques to improve classroom engagement and generate reflective learning.

Co-author with Kevin Allen of EMOTIFY! The power of the human element in game-based learning, serious games and experiential education

E.I. Games LLC

Compilation of Journals: Information Sources for the Topics of Game-Based Learning, Simulations, Serious Games, Gamification, Virtual Reality, and Immersive Learning

FUNIFICATION LLC

[Latest Version 3-2] Compilation of 45 Journals: Information Sources for the Topics of Game-Based Learning, Simulations, Serious Games, Gamification, Virtual Reality, and Immersive Learning. My quest for high quality research associated with Game-Based Learning, Simulations, Serious Games, Gamification, Virtual Reality, Immersive Learning, etc. has been quite a challenge. In attempting to scour the Inet looking for useful material, I have complied a definitive list of journal SOURCEs, current to Dec. 31, 2016. I am sharing this with my readers in the hope that: 1. You will find this information very useful. 2. This information will save you significant time and resources. 3. If I have missed any journal, you will update me on the title, URL, and description so I can keep this resource up-to-date.

Document Management for the Enterprise: Principles, Techniques, and Applications

Wiley & Sons

► Complete blueprint for planning, building, and maintaining fast, efficient, automated knowledge management systems, based upon document artifacts ► Defined and simplified the principles of document engineering and management. ► Armed the knowledge architect with a set of proven techniques and methods for planning, building, and maintaining automated systems for fast and efficient storage and retrieval of digital objects. ► Included numerous case studies showing how to avoid common pitfalls and how to overcome frequently encountered obstacles. ► Comprehensive, hands-on guide to the engineering and management of enterprise knowledge management systems.

Using the Wiki as an Experiential Learning Tool to Engage Students in Undergraduate and Graduate University Courses

Emerald Publishing

Cutting-edge Technologies in Higher Education, Volume 6A, 195-225 Copyright 2012 by Emerald Group Publishing Limited

Examination of the Historical Sensemaking Processes Representing the Development of Knowledge Management Programs in Universities: Case Studies Associated with an Emergent Discipline

Unpublished Doctoral Dissertation, McGill University: School of Library and Information Sciences, Montreal, QC, CANADA.

The purpose of this qualitative study was an investigation of the phenomenon of Knowledge Management (KM) educational program design and development. The interest in KM programs has grown during the last decade because of the increased demand for KM educational research and the importance of the emerging knowledge economy. This exploratory and explanatory investigation scrutinized two cases of graduate-level KM programs conceived in the year 2000.

Games as a strategy in building knowledge management in the context of organizational intelligence

Perspective in Management and Knowledge, 6. Special Issue: Organizational Intelligence and Knowledge Management

Published in Portuguese • Jorge, C. F. B., Sutton, M. J. D. (2016). Games como estratégia na construção e gestão do conhecimento no contexto da inteligencia organizacional. Perspectivas em Gestão & Conhecimento - PG&C, 6, Número Especial: Inteligência Organizacional e Gestão do Conhecimento, 103-118. • [Jorge, C. F. B., Sutton, M. J. D. (2016). Games as a strategy in building knowledge management in the context of organizational intelligence. Perspective in Management and Knowledge, 6. Special Issue: Organizational Intelligence and Knowledge Management, 103-118.—[to be translated to English shortly]

Integrating 21st Century Skills Across the College Curriculum--Gamification and Soft Skills

USA Funds Inc.

Review of presentation at USA Funds Symposium for Higher Education Presidents, Provosts, and Deans in historically black colleges and universities (HBCU), hispanic-serving institutions of higher education, and American Native indian colleges.

Association for the Advancement of Artificial Intelligence (AAAI) (formerly the American Association for Artificial Intelligence)

Member and Journal Reviewer of AI Magazine

Early member of the American Association for Artificial Intelligence, working with numerous AI and Expert System pioneers who were very "bleeding edge" at the time--long before it became trendy.

Association for the Advancement of Artificial Intelligence (AAAI) (formerly the American Association for Artificial Intelligence)

Member and Journal Reviewer of AI Magazine

Early member of the American Association for Artificial Intelligence, working with numerous AI and Expert System pioneers who were very "bleeding edge" at the time--long before it became trendy.

World Future Society

Member

Early member of the WFS, working with numerous Futurists who were very "bleeding edge" at the time--long before it became popular.

Association for the Advancement of Artificial Intelligence (AAAI) (formerly the American Association for Artificial Intelligence)

Member and Journal Reviewer of AI Magazine

Early member of the American Association for Artificial Intelligence, working with numerous AI and Expert System pioneers who were very "bleeding edge" at the time--long before it became trendy.

World Future Society

Member

Early member of the WFS, working with numerous Futurists who were very "bleeding edge" at the time--long before it became popular.

IGDA

Member

Participating member...expanding my contacts through active learning and schmoozing.urn:li:fs_position:(ACoAAAAK3esBsmTb2_UEVON9FSC-UDaXNAkbjs4,780642480)

Association for the Advancement of Artificial Intelligence (AAAI) (formerly the American Association for Artificial Intelligence)

Member and Journal Reviewer of AI Magazine

Early member of the American Association for Artificial Intelligence, working with numerous AI and Expert System pioneers who were very "bleeding edge" at the time--long before it became trendy.

World Future Society

Member

Early member of the WFS, working with numerous Futurists who were very "bleeding edge" at the time--long before it became popular.

IGDA

Member

Participating member...expanding my contacts through active learning and schmoozing.urn:li:fs_position:(ACoAAAAK3esBsmTb2_UEVON9FSC-UDaXNAkbjs4,780642480)

Association for the Advancement of Artificial Intelligence (AAAI) (formerly the American Association for Artificial Intelligence)

Member and Journal Reviewer of AI Magazine

Early member of the American Association for Artificial Intelligence, working with numerous AI and Expert System pioneers who were very "bleeding edge" at the time--long before it became trendy.

World Future Society

Member

Early member of the WFS, working with numerous Futurists who were very "bleeding edge" at the time--long before it became popular.

IGDA

Member

Participating member...expanding my contacts through active learning and schmoozing.urn:li:fs_position:(ACoAAAAK3esBsmTb2_UEVON9FSC-UDaXNAkbjs4,780642480)

Association for the Advancement of Artificial Intelligence (AAAI) (formerly the American Association for Artificial Intelligence)

Member and Journal Reviewer of AI Magazine

Early member of the American Association for Artificial Intelligence, working with numerous AI and Expert System pioneers who were very "bleeding edge" at the time--long before it became trendy.

World Future Society

Member

Early member of the WFS, working with numerous Futurists who were very "bleeding edge" at the time--long before it became popular.

IGDA

Member

Participating member...expanding my contacts through active learning and schmoozing.urn:li:fs_position:(ACoAAAAK3esBsmTb2_UEVON9FSC-UDaXNAkbjs4,780642480)

Association for the Advancement of Artificial Intelligence (AAAI) (formerly the American Association for Artificial Intelligence)

Member and Journal Reviewer of AI Magazine

Early member of the American Association for Artificial Intelligence, working with numerous AI and Expert System pioneers who were very "bleeding edge" at the time--long before it became trendy.

World Future Society

Member

Early member of the WFS, working with numerous Futurists who were very "bleeding edge" at the time--long before it became popular.

IGDA

Member

Participating member...expanding my contacts through active learning and schmoozing.urn:li:fs_position:(ACoAAAAK3esBsmTb2_UEVON9FSC-UDaXNAkbjs4,780642480)

Association for the Advancement of Artificial Intelligence (AAAI) (formerly the American Association for Artificial Intelligence)

Member and Journal Reviewer of AI Magazine

Early member of the American Association for Artificial Intelligence, working with numerous AI and Expert System pioneers who were very "bleeding edge" at the time--long before it became trendy.

World Future Society

Member

Early member of the WFS, working with numerous Futurists who were very "bleeding edge" at the time--long before it became popular.

IGDA

Member

Participating member...expanding my contacts through active learning and schmoozing.urn:li:fs_position:(ACoAAAAK3esBsmTb2_UEVON9FSC-UDaXNAkbjs4,780642480)

Association for the Advancement of Artificial Intelligence (AAAI) (formerly the American Association for Artificial Intelligence)

Member and Journal Reviewer of AI Magazine

Early member of the American Association for Artificial Intelligence, working with numerous AI and Expert System pioneers who were very "bleeding edge" at the time--long before it became trendy.

World Future Society

Member

Early member of the WFS, working with numerous Futurists who were very "bleeding edge" at the time--long before it became popular.

IGDA

Member

Participating member...expanding my contacts through active learning and schmoozing.urn:li:fs_position:(ACoAAAAK3esBsmTb2_UEVON9FSC-UDaXNAkbjs4,780642480)

Association for the Advancement of Artificial Intelligence (AAAI) (formerly the American Association for Artificial Intelligence)

Member and Journal Reviewer of AI Magazine

Early member of the American Association for Artificial Intelligence, working with numerous AI and Expert System pioneers who were very "bleeding edge" at the time--long before it became trendy.

World Future Society

Member

Early member of the WFS, working with numerous Futurists who were very "bleeding edge" at the time--long before it became popular.

IGDA

Member

Participating member...expanding my contacts through active learning and schmoozing.urn:li:fs_position:(ACoAAAAK3esBsmTb2_UEVON9FSC-UDaXNAkbjs4,780642480)

Association for the Advancement of Artificial Intelligence (AAAI) (formerly the American Association for Artificial Intelligence)

Member and Journal Reviewer of AI Magazine

Early member of the American Association for Artificial Intelligence, working with numerous AI and Expert System pioneers who were very "bleeding edge" at the time--long before it became trendy.

World Future Society

Member

Early member of the WFS, working with numerous Futurists who were very "bleeding edge" at the time--long before it became popular.

IGDA

Member

Participating member...expanding my contacts through active learning and schmoozing.urn:li:fs_position:(ACoAAAAK3esBsmTb2_UEVON9FSC-UDaXNAkbjs4,780642480)

Association for the Advancement of Artificial Intelligence (AAAI) (formerly the American Association for Artificial Intelligence)

Member and Journal Reviewer of AI Magazine

Early member of the American Association for Artificial Intelligence, working with numerous AI and Expert System pioneers who were very "bleeding edge" at the time--long before it became trendy.

World Future Society

Member

Early member of the WFS, working with numerous Futurists who were very "bleeding edge" at the time--long before it became popular.

IGDA

Member

Participating member...expanding my contacts through active learning and schmoozing.urn:li:fs_position:(ACoAAAAK3esBsmTb2_UEVON9FSC-UDaXNAkbjs4,780642480)

Association for the Advancement of Artificial Intelligence (AAAI) (formerly the American Association for Artificial Intelligence)

Member and Journal Reviewer of AI Magazine

Early member of the American Association for Artificial Intelligence, working with numerous AI and Expert System pioneers who were very "bleeding edge" at the time--long before it became trendy.

World Future Society

Member

Early member of the WFS, working with numerous Futurists who were very "bleeding edge" at the time--long before it became popular.

IGDA

Member

Participating member...expanding my contacts through active learning and schmoozing.urn:li:fs_position:(ACoAAAAK3esBsmTb2_UEVON9FSC-UDaXNAkbjs4,780642480)

Association for the Advancement of Artificial Intelligence (AAAI) (formerly the American Association for Artificial Intelligence)

Member and Journal Reviewer of AI Magazine

Early member of the American Association for Artificial Intelligence, working with numerous AI and Expert System pioneers who were very "bleeding edge" at the time--long before it became trendy.

World Future Society

Member

Early member of the WFS, working with numerous Futurists who were very "bleeding edge" at the time--long before it became popular.

IGDA

Member

Participating member...expanding my contacts through active learning and schmoozing.urn:li:fs_position:(ACoAAAAK3esBsmTb2_UEVON9FSC-UDaXNAkbjs4,780642480)

Association for the Advancement of Artificial Intelligence (AAAI) (formerly the American Association for Artificial Intelligence)

Member and Journal Reviewer of AI Magazine

Early member of the American Association for Artificial Intelligence, working with numerous AI and Expert System pioneers who were very "bleeding edge" at the time--long before it became trendy.

World Future Society

Member

Early member of the WFS, working with numerous Futurists who were very "bleeding edge" at the time--long before it became popular.

IGDA

Member

Participating member...expanding my contacts through active learning and schmoozing.urn:li:fs_position:(ACoAAAAK3esBsmTb2_UEVON9FSC-UDaXNAkbjs4,780642480)

Association for the Advancement of Artificial Intelligence (AAAI) (formerly the American Association for Artificial Intelligence)

Member and Journal Reviewer of AI Magazine

Early member of the American Association for Artificial Intelligence, working with numerous AI and Expert System pioneers who were very "bleeding edge" at the time--long before it became trendy.

World Future Society

Member

Early member of the WFS, working with numerous Futurists who were very "bleeding edge" at the time--long before it became popular.

IGDA

Member

Participating member...expanding my contacts through active learning and schmoozing.urn:li:fs_position:(ACoAAAAK3esBsmTb2_UEVON9FSC-UDaXNAkbjs4,780642480)

Association for the Advancement of Artificial Intelligence (AAAI) (formerly the American Association for Artificial Intelligence)

Member and Journal Reviewer of AI Magazine

Early member of the American Association for Artificial Intelligence, working with numerous AI and Expert System pioneers who were very "bleeding edge" at the time--long before it became trendy.

World Future Society

Member

Early member of the WFS, working with numerous Futurists who were very "bleeding edge" at the time--long before it became popular.

IGDA

Member

Participating member...expanding my contacts through active learning and schmoozing.urn:li:fs_position:(ACoAAAAK3esBsmTb2_UEVON9FSC-UDaXNAkbjs4,780642480)

Association for the Advancement of Artificial Intelligence (AAAI) (formerly the American Association for Artificial Intelligence)

Member and Journal Reviewer of AI Magazine

Early member of the American Association for Artificial Intelligence, working with numerous AI and Expert System pioneers who were very "bleeding edge" at the time--long before it became trendy.

World Future Society

Member

Early member of the WFS, working with numerous Futurists who were very "bleeding edge" at the time--long before it became popular.

IGDA

Member

Participating member...expanding my contacts through active learning and schmoozing.urn:li:fs_position:(ACoAAAAK3esBsmTb2_UEVON9FSC-UDaXNAkbjs4,780642480)