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Professional learning in virtual worlds v3
Professional learning in virtual worlds v3
Professional learning in virtual worlds v3
Professional learning in virtual worlds v3
Professional learning in virtual worlds v3
Professional learning in virtual worlds v3
Professional learning in virtual worlds v3
Professional learning in virtual worlds v3
Professional learning in virtual worlds v3
Professional learning in virtual worlds v3
Professional learning in virtual worlds v3
Professional learning in virtual worlds v3
Professional learning in virtual worlds v3
Professional learning in virtual worlds v3
Professional learning in virtual worlds v3
Professional learning in virtual worlds v3
Professional learning in virtual worlds v3
Professional learning in virtual worlds v3
Professional learning in virtual worlds v3
Professional learning in virtual worlds v3
Professional learning in virtual worlds v3
Professional learning in virtual worlds v3
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Professional learning in virtual worlds v3

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Transcript

  • 1. Lessons from the Literature
  • 2. Major Characteristics
  • 3. Learning was enhanced by several of SL’s features combined with the project-based instructional design and included (a) the capacity to host social interactions and collaborations, (b) the capacity to allow users to test hypotheses actively, (c) the relevance of their project to the real world, (d) the opportunity for students to use multiple abilities and skills, (e) the stimulation of imagination, exploration and creativity, and (f) an increased sense of personal presence and tangible experiences.”
  • 4. Benefits of learning in virtual world environments
  • 5. Benefits of learning in virtual world environments
  • 6. Benefits of learning in virtual world environments
  • 7. Does it work?
  • 8. General advice
  • 9. General advice
  • 10. General advice
  • 11. Instructional Design
  • 12. Selecting the appropriate platform
  • 13. What works well in MUVES
  • 14. GAMIFICATION
  • 15. GAMIFICATION
  • 16. GAMIFICATION  Aldrich (2009, p.5) reports two cases where students learnt by simulation games while a control group learnt by the traditional methods. Testing revealed significantly greater improvement for those who learnt by simulation games over those who did not. In one of the cases cited, the students who learnt using the simulation had significantly greater recall and application after 6 months.
  • 17. GAMIFICATION  “Games are a more natural way to learn than traditional classrooms and are the ‘most ancient and time-honoured vehicle for education’” (Aldrich, 2009b, p. 5).
  • 18. GAMIFICATION  “Maybe the most compelling reason to adopt gaming technology is that is improves critical thinking and literacy. Players must take on new identities, solve problems through trial and error, and gain expertise or specific types of literacies to be successful in a game. A player learns to think critically while at the same time gaining embodied knowledge through interactions with the environment.”(Annetta, Folta, & Klesath, 2010, p. 31)
  • 19. GAMIFICATION Annetta et al (2010) also give reasons why games are so appealing and successful:  Provide specific goals  Clear rules  Sub-goals (or levels) that, once completed, lead to success  Final task builds on previous learning obtained through achievement of sub-goals  Ultimate success depends upon demonstrating a specific learning/skill level that enables them to achieve the ultimate goal
  • 20. GAMIFICATION Games based learning allows the participant to (Annetta et al (2010) :  Obtain rewards based on achievements  Fail, evaluate and repeat  Build on previous knowledge  Control their time investment - stop and continue later from the same or an appropriate place
  • 21. GA

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