Cais aace edmedia_quest_atlantis

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Cais aace edmedia_quest_atlantis

  1. 1. Using 3D Virtual Worlds – OpenSimulator, Quest Atlantis – to Teach International School Students Computer Science and Human Values<br />David W. Deeds and Alex Makosz<br />Changchun American International School, Jilin Province, China<br />AACE ED-MEDIA: June 30, 2011 Lisbon, Portugal<br />
  2. 2. 3D Virtual Worlds: Quest Atlantis<br />Quest Atlantis is:<br />3D MUVE<br />Aimed at students 9-16<br />It’s a rich, pre-built game environment with structured learning activities <br />Provide both content & character education<br />20,000 children over the last 5 years<br />
  3. 3. 3D Virtual Worlds: Quest Atlantis<br />Other important things Quest Atlantis is:<br />Visually appealing<br />Fun to engage in<br />
  4. 4. 3D Virtual Worlds: Quest Atlantis<br />What QA looks like:<br />
  5. 5. 3D Virtual Worlds: Quest Atlantis<br />Why did we select Quest Atlantis?<br />Increase independent problem solving abilities<br />Inspire students to take positive action, reflect upon the consequences and develop confidence in making a difference<br />Support solid disciplinary learning<br />Provide opportunities for transdisciplinary learning<br />Stay in touch with digital trends in education<br />It’s free!<br />
  6. 6. 3D Virtual Worlds: Quest Atlantis<br />The Process of Getting in:<br />Visit http://atlantis.crlt.indiana.edu/<br />Teacher induction processes<br />Student signing of release forms<br />Laying down the story and setting up the context<br />
  7. 7. 3D Virtual Worlds: Quest Atlantis<br />Setting the Stage:<br />YouTube <br />QA Legend Video<br />
  8. 8. 3D Virtual Worlds: Quest Atlantis<br />The Importance of Context:<br />There is a rich narrative<br />Skill, attitude and knowledge development are integral to the narrative<br />Students play a key role in the narrative<br />QA engages students in transformational play<br />
  9. 9. 3D Virtual Worlds: Quest Atlantis<br />Student Experience<br />Immediately drawn into the narrative of the world<br />Open-ended exploration as well as guided interaction through completing ‘quests’ that they find or are assigned by the teacher<br />
  10. 10. 3D Virtual Worlds: Quest Atlantis<br />Examples<br />Taiga<br />Plague World<br />
  11. 11. 3D Virtual Worlds: Quest Atlantis<br />Students were:<br />highly motivated<br />able to demonstrate learning of subject specific skills and knowledge<br />independently integrating skills and knowledge from multiple disciplines in practical, problem-solving contexts<br />required to take action, then to demonstrate reflection upon and justification of their decisions<br />able to immediately see the complex results of their decisions<br />Results<br />“I never thought picking up garbage could be so much fun!”<br />
  12. 12. 3D Virtual Worlds: Quest Atlantis<br />The teacher was:<br />Able to select and assign quests according to class content and student interests<br />able to monitor student progress and provide specific feedback in context through the game interface<br />supported through a community of real teachers working in QA as well as though in game learning<br />Results<br />
  13. 13. 3D Virtual Worlds: Quest Atlantis<br />The teacher was:<br />Able to select and assign quests according to class content and student interests<br />able to monitor student progress and provide specific feedback in context through the game interface<br />supported through a community of real teachers working in QA as well as though in game learning activities and materials<br />highly motivated<br />Results<br />
  14. 14. 3D Virtual Worlds: Quest Atlantis<br />The administrator is:<br />Confident in the learning value of activities in QA<br />Confident in teacher development opportunities <br />Able to justify the use of QA as an educational tool to parents <br />Not required to swallow large budgetary implications – because it’s free!<br />Results<br />
  15. 15. 3D Virtual Worlds: Quest Atlantis<br />Not a simple tool, but an extremely versatile environment with many tools inside and space to use those tools in supporting student learning<br />We hope for other educational game developers to consider the importance of teacher education in their development<br />Closing Thoughts<br />
  16. 16. 3D Virtual Worlds: Quest Atlantis<br />Thank you!<br />Alex Makosz David Deeds<br />agmakosz@gmail.comdavidwdeeds@yahoo.com<br />Changchun American International School<br />Very interested in working together with more schools in 3D virtual worlds!! <br />
  17. 17. 3D Virtual Worlds: More Info<br />http://www.makosz.org – resource to support new teachers and admin in understanding and adopting 3D virtual worlds<br />http://atlantis.crlt.indiana.edu/ - QA home, with downloads & info<br />http://questatlantisblog.org – QA blog, for ongoing updates<br />http://www.youtube.com/user/questatlantis - QA YouTube channel<br />http://workedexamples.org/projects/taiga-virtual-park – focused look at Taiga world in QA<br />http://workedexamples.org/projects/plague-world-a-modern-prometheus – focused look at Plague world in QA<br />http://vhil.stanford.edu/ - Stanford Virtual Human Interaction Lab, for further research on impacts of virtual worlds on identity and behaviour<br />Further Links<br />
  18. 18. 3D Virtual Worlds: More Info<br />Barab, S. A., Dodge, T., Ingram-Goble, A., Volk, C., Peppler, K., Pettyjohn, P. & Solomou, M. (2009). 'Pedagogical Dramas and Transformational Play: Realizing Narrative through Videogames Design.' Lecture Notes in Computer Science, 59(15), 332-335.<br />Barab, S., Dodge, T., Tuzun, H., Job-Sluder, K., Jackson, C., Arici, A., Job-Sluder, L., Carteaux, R., Gilbertson, J. & Heiselt, C. (2007). 'The Quest Atlantis Project: A Socially-Responsive Play Space for Learning.' The Educational Design and Use of Simulation Computer Games, 00-00.<br />Barab, S. A., Thomas, M. K., Dodge, T., Squire, K. & Newell, M. (2004). 'Critical Design Ethnography: Designing for Change.' Anthropology and Education Quarterly, 35(2), 254-268..<br />Dodge, T., Barab, S., Stuckey, B., Warren, S., Heiselt, C. & Stein, R. (2008). 'Children's Sense of Self: Learning and Meaning in the Digital Age.' Journal of Interactive Learning Research, 19(2), 225-249.<br />Other Relevant Papers<br />
  19. 19. 3D Virtual Worlds: More Info<br />2011 Horizon Report: nmc.org/publications/2011-horizon-report<br /> Published by the New Media Consortium and the EDUCAUSE Learning Initiative (www.educause.edu/eli) <br />
  20. 20. 3D Virtual Worlds: More Info<br />OpenSimulator Wiki:<br />opensimulator.org/wiki/Main_Page<br />Maria Korolov’sHypergrid Business Ezine:<br />www.hypergridbusiness.com/<br />Mary Miner’s Wiki:<br />virtualworldspresentation.pbworks.com/w/page/27991248/FrontPage<br />
  21. 21. 3D Virtual Worlds: More Info<br />Jeff Heaton Books (www.heatonresearch.com/book/cat/3)<br />“Introduction to Linden Scripting Language for Second Life,” ISBN: 978-1604390049<br />“Scripting Recipes for Second Life,” ISBN: 978-1604390001<br />“Introduction to Textures, Animation Audio and Sculpting in Second Life,” ISBN: 978-1604390025<br />
  22. 22. 3D Virtual Worlds: More Info<br />“Second Life: The TOG” by Michael Rymaszewski, et al., ISBN: 978-0470227756<br />“Creating Your World: TOG Advanced Content Creation for Second Life” by Aimee Weber, et al., ISBN: 978-0470171141<br />“Scripting Your World: TOG to Second Life Scripting” by Dana Moore, ISBN: 978-0470339831<br />
  23. 23. 3D Virtual Worlds: More Info<br />“A Practical Guide to Using Second Life in Higher Education” by MaggiSavin-Baden, Open University Press, ISBN: 978-0335242146<br />“The Second Life Grid: The Official Guide to Communication, Collaboration and Community Engagement” by Kimberly Rufer-Bach, Wiley Publishing, ISBN: 978-0-470-41291-6<br />“The Entrepreneur's Guide to Second Life: Making Money in the Metaverse” by Daniel Terdiman, Wiley Press, ISBN: 978-0470179147<br />

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