Socialising in distance education using virtual environments
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Socialising in distance education using virtual environments

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Brief description of the paper presented at SIIE 09 Coimbra, Portugal

Brief description of the paper presented at SIIE 09 Coimbra, Portugal

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  • Second Life  MUVE that allows students and teachers to
  • Second Life  MUVE that allows students and teachers to

Socialising in distance education using virtual environments Socialising in distance education using virtual environments Presentation Transcript

    • Angelina Macedo
    • [email_address]
    • Lina Morgado
    • [email_address]
    Universidade Aberta SIIE 2009
    • I. Introduction
    • II. Review of literature
    • III. Methodology
    • IV. Data analysis and discussions
    • V. Conclusions and implications for research and practice
    Angelina Macedo e Lina Morgado, SIIE 2009, 19 Novembro
    • More recently, the computer has become even more than tool and mirror: We are able to step through the looking glass. We are learning to live in virtual worlds. We may find ourselves alone as we navigate virtual oceans, unravel virtual mysteries, and engineer virtual skyscrapers. But increasingly, when we step through the looking glass, other people are there as well.
    • Turkle, 1995
    Angelina Macedo e Lina Morgado, SIIE 2009, 19 Novembro
    • T he problem of distance in the field of distance learning;
    • It’s mainly centred on the discussion and analysis of interaction;
    • Interaction is seen as being able of
      • reducing distance
      • creating immediacy
    • Interaction inseparable part of the process of teaching and learning at a distance.
    Angelina Macedo e Lina Morgado, SIIE 2009, 19 Novembro
  • Angelina Macedo e Lina Morgado, SIIE 2009, 19 Novembro
    • Therefore, distance education is defined by the amount of interaction and structure in it;
    • ICTs and emergent virtual worlds potentiate new pedagogical approaches in distance education;
    • Thus, enhancing multiple interactions and creating richer online learning contexts: synchronous and asynchronous communication and media (Web 2.0 tools).
  • Angelina Macedo e Lina Morgado, SIIE 2009, 19 Novembro High drop out rates How did early CMC research view computer communication?
  • Angelina Macedo e Lina Morgado, SIIE 2009, 19 Novembro
    • Literature and recent studies show that CMC (due to the advances in ICTs) can promote the creation of virtual learning communities and true virtual classes with strong relationships and task performance comparable to face to face communication.
  • Angelina Macedo e Lina Morgado, SIIE 2009, 19 Novembro
      • Theory of transactional distance (Moore, 1993),
      • Theory of social presence:
      • Short, Williams & Christie (1976);
      • Gunawardena (1995);
      • Gunawardena & Zittle (1997);
      • Rourke, Anderson, Garrison & Archer (2001);
      • Danchak, Walther & Swan ( 2001);
      • Swan (2002);
      • Tu & McIsaac (2002);
      • Tu (2002);
      • Picciano (2002);
      • Stacey (2002);
      • Biocca, Harms & Burgoon (2003);
      • Sanders (2005);
      • Swan, Richardson, Ice, Garrison, Cleveland- Innes & Arbaugh (2008);
  • Angelina Macedo e Lina Morgado, SIIE 2009, 19 Novembro
    • The medium allows the design of structured activities that can reduce the psychological and emotional impacts of distance;
    • Online discussion forums have shown that the technological media could create a feeling of presence and a learning community;
    • Virtual worlds like Second Life are immersive and people interact not only with other people but also with the environment.
  • Angelina Macedo e Lina Morgado, SIIE 2009, 19 Novembro
    • Salmon (2003) states the importance of the 5-stage model;
    • In our study we focused on the first 2 stages: Access & Motivation and Socialisation;
    • It’s important that students feel familiar with the technology and develop interesting interactive activities. Otherwise, the technology per se only will be a failure. So, it’s important to join technology and pedagogy if we want to create interesting distance courses.
  • Angelina Macedo e Lina Morgado, SIIE 2009, 19 Novembro
    • Virtual learning management system;
    • Built in 1999 by Martin Dougiamas for educational purposes;
    • Free, very popular, Open Source LMS;
    • Supports a socio-constructivist learning approach;
    • Enhances interaction, mainly in an asynchronous way;
    • Several features that can enhance social presence and the creation of a learning community
  • Angelina Macedo e Lina Morgado, SIIE 2009, 19 Novembro
    • Virtual 3D world;
    • Opened to public in 2003 by Linden Lab;
    • Social networking built for profit;
    • Very popular, runs on Linden Lab server, can be explored with no costs but having one’s own space implies to buy or rent it and pay a fee;
    • Supports a socio-constructivist learning approach;
    • Enhances interaction, mainly in a synchronous way;
    • Immersion, CMC mediated through avatars enhance social presence and the creation of a learning community.
    • According to the Horizon Report (2007), Second Life as a virtual 3-D environment would have “strong potential for teaching and learning”
    Angelina Macedo e Lina Morgado, SIIE 2009, 19 Novembro
  • Angelina Macedo e Lina Morgado, SIIE 2009, 19 Novembro
    • Pilot case-study that was carried out for four weeks;
    • It focused on the introductory module of the Masters course “Pedagogy of eLearning” at Universidade Aberta of Portugal;
    • The sample was formed by a group of 27 students and two professors. Nearly all were familiar with Moodle but not SL users;
    • Aim: understand how social presence and online socialisation could be enhanced in Moodle and Second Life for collaboration and learning outcomes;
  • Angelina Macedo e Lina Morgado, SIIE 2009, 19 Novembro Data collection:
  • Angelina Macedo e Lina Morgado, SIIE 2009, 19 Novembro IV. Data analysis and discussion
    • Content analysis: a grid was built based on Rourke’s et al.’s (2001), on Swan’s (2002) and McKerlich & Anderson’s works (2007). Emergent indicators were added.
  • Angelina Macedo e Lina Morgado, SIIE 2009, 19 Novembro IV. Data analysis and discussion As preliminary analysis and still in progress:
  • Angelina Macedo e Lina Morgado, SIIE 2009, 19 Novembro IV. Data analysis and discussion
  • Angelina Macedo e Lina Morgado, SIIE 2009, 19 Novembro Conclusions and implications for research and practice
  • Angelina Macedo e Lina Morgado, SIIE 2009, 19 Novembro Conclusions and implications for research and practice
  • Angelina Macedo e Lina Morgado, SIIE 2009, 19 Novembro Conclusions and implications for research and practice
  • Angelina Macedo e Lina Morgado, SIIE 2009, 19 Novembro Conclusions and implications for research and practice
    • Contact: [email_address]
    • [email_address]
    Angelina Macedo e Lina Morgado, SIIE 2009, 19 Novembro Thanks for your attention! Any questions?