Ariel Rowley
1.   Communication Spaces
2.   Stimulation of Space
3.   Experiential Spaces
 Although this article was based on research
 from only fifteen other articles there was a
 variety of disciplines involv...
 The  virtual worlds seem very useful because
  a student can interact in ways that they
  would not be able to in a form...
 In this article there were no statistically
  significant differences between online and
  conventional schooling
 Virt...
 Will   my credits be transferable?
     Some online schools are not accredited. These
      schools take people’s money...
 Before  I read this article I wondered whether
  there were laws being passed about online
  schools. The article brough...
 There  is a difference between “teaching
 online” and “putting a course online.”
 Teachers still must teach in an online...
 The  authors said that there was more time
  spent answering questions in the online class
  with made it more costly, b...
1.   Verbal = typing
2.   Nonverbal = avatar emotions and actions



                                 This is an avatar.
 ...
 Use   illusion of space in interactive ways
 Ex: To acclimate foreign students to a new
school. A person could “walk” a...
 “Acting”on the world
 Changing, building, and observing things
 Since online
  classes are more
  independent, it is
  easy for people to
  forget about the
  work.
 In the article
  ...
 Although an online class involves more
  independence, it still needs structure.
 Even though students may have the
  t...
 Adopt  new regulations
  governing the provision of
  online K-12 schooling
 Call for audits of
  providers of virtual
...
 Cheung,Wing Sum, & Hew, Khe Foon. (2010).
     Use of Three-Dimensional (3-D)
     Immersive Virtual Worlds in K-12 And
...
   Davey, Ronnie, & Ham, Vince. (2005). Our
      First Time: Two Higher Education Tutors
      Reflect on Becoming a “Vi...
   Glass, Gene V., (2009). The Realities of
      K-12 Virtual Education. Education Policy
      Research Unit. Retrieved...
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Virtual education

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Virtual education

  1. 1. Ariel Rowley
  2. 2. 1. Communication Spaces 2. Stimulation of Space 3. Experiential Spaces
  3. 3.  Although this article was based on research from only fifteen other articles there was a variety of disciplines involved which helped strengthen the argument
  4. 4.  The virtual worlds seem very useful because a student can interact in ways that they would not be able to in a formal classroom setting. For example having virtual fieldtrips.  The obstacles that I foresaw were addressed within the article, although no solutions were stated. These hindrances were: inability to access applications on older computers, lack of threaded discussion (which may cause confusion), and the necessity to type rapidly so that discussion can run smoothly.
  5. 5.  In this article there were no statistically significant differences between online and conventional schooling  Virtual schooling used for  Credit Recovery  Convenience  High Potential For Abuse  Costs Differ
  6. 6.  Will my credits be transferable?  Some online schools are not accredited. These schools take people’s money and then when the person transfers to an accredited school the credits do not transfer  How do I know whether the school is accredited? Whether the teacher is certified? What the quality of the course is?  Article recommendations…  How does a teacher know whether the student is doing his/her own work?  One solution: exams must be taken in person
  7. 7.  Before I read this article I wondered whether there were laws being passed about online schools. The article brought up points that I had not considered very often such as how to standardize the online courses with the conventionally taught courses  It was interesting to see that the costs of online teaching differed from state to state. I wondered why that was, but it was not specifically addressed in the article.
  8. 8.  There is a difference between “teaching online” and “putting a course online.” Teachers still must teach in an online course, it is just in a way that is not face to face. The main obstacles that occurred within the article were:  Motivation  Structure
  9. 9.  The authors said that there was more time spent answering questions in the online class with made it more costly, but it was the first time they were teaching an online class so perhaps their instructions weren’t as precise as they thought.  I believe if the teachers had used other means of communicating besides simply e- mail the class would have gone better. Perhaps if they had used podcasting, specified times for discussions online as a class, and other resources it would have been more effective.
  10. 10. 1. Verbal = typing 2. Nonverbal = avatar emotions and actions This is an avatar. An avatar is a character that a person uses to represent himself/herself online. Click to continue
  11. 11.  Use illusion of space in interactive ways  Ex: To acclimate foreign students to a new school. A person could “walk” around the virtual campus and learn where things are without physically going there.
  12. 12.  “Acting”on the world  Changing, building, and observing things
  13. 13.  Since online classes are more independent, it is easy for people to forget about the work.  In the article there were tutors to help the people stay motivated.
  14. 14.  Although an online class involves more independence, it still needs structure.  Even though students may have the technology at their disposal it does not mean they know how to use it effectively.  Helpful:  Timelines  Specified instructions  Discussion forums
  15. 15.  Adopt new regulations governing the provision of online K-12 schooling  Call for audits of providers of virtual education  Recognize legitimate accrediting agencies  Require credible assessment and evaluation
  16. 16.  Cheung,Wing Sum, & Hew, Khe Foon. (2010). Use of Three-Dimensional (3-D) Immersive Virtual Worlds in K-12 And Higher Education Settings: A Review of the Research. British Journal of Educational Technology. Retrieved August 8, 2010, from http://web.ebscohost.com.ezproxy.lib.i ndiana.edu/ehost/pdfviewer/pdfviewerv id=2&hid=108&sid=9187f3a8-6097-4552- a0fd-debb24b95a59%40sessionmgr113
  17. 17.  Davey, Ronnie, & Ham, Vince. (2005). Our First Time: Two Higher Education Tutors Reflect on Becoming a “Virtual Teacher”. Innovations in education and Teaching International. Retrieved August 8, 2010, from http://web.ebscohost.com.ezproxy.lib.i ndiana.edu/ehost/pdfviewer/pdfviewer? vid=2&hid=108&sid=8d18d7aa-69fa-4f93- b3ba-467c78c5f6f2%40sessionmgr112
  18. 18.  Glass, Gene V., (2009). The Realities of K-12 Virtual Education. Education Policy Research Unit. Retrieved August 8, 2010, from http://www.eric.ed.gov/PDFS/ED507361 .pdf
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