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Presentation on the headlines of the interviews

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The result of 50 interviews taken in-world about the added value of SL for learning and education

The result of 50 interviews taken in-world about the added value of SL for learning and education

Published in: Education, Technology

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  • HI...

    How are you…

    I am fine and you

    WE WAS FRIEND..ok

    i am jacky master

    i am Christian/Catholic

    God bless you...

    I am single

    I am 25 years old

    I Work For Lakson Tobacco company [ my jobs office H.R manger ]

    Im from (PAKISTANI), city : KARAChi
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  • Thanks for the slides. Re comments of guest71210e - Without evidence, I don't think we CAN assume that technology is more of a barrier for teachers than learners. Apart from the individual context of the teacher/learner, the organisational context may currently make it more difficult for learners to get access to SL than for teachers to get access (since teachers tend to have more freedom and privileged access).
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  • I have not data to give evidence that students have less problems than teachers. Many believe that this is so! Do you take this as evidence? On the problem on the playfulness I must stress that this is not my opinion but one of my guests in the interview. I agree with your opinion.
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  • 1. SL Miniconference 12th of March 2008 10.00 SLT
  • 2. Headlines of the interviews • Summary of 270 pages transcript • Labelled to Attention, Depth and Efficiency • Matched to COI Model: – Social Presence – Cognitive Presence – Teaching Presence
  • 3. http://communityofinquiry.com/
  • 4. Analyzing the quality of on – line learning environments “a model of community inquiry that constitutes three elements essential to an educational transaction– 1.cognitive presence, 2.social presence, and 3.teaching presence. Indicators (key words/phrases) for each of the three elements emerged from the analysis of computer conferencing transcripts.
  • 5. My headlines © J.P. van Schie 2008
  • 6. Social Presence Social presence is the ability of learners to Social presence is the ability of learners to project their personal characteristics into the community of inquiry, thereby presenting project their personal themselves as 'real people.' characteristics into the community of inquiry, thereby presenting themselves as 'real people.'
  • 7. A A The environment itself SL as such, when creates enthusiasm, SL as such, when compared to gaming, is too real, compared to gaming, not playful, there is no challenge and it is not activitates, stimulates intriguing. The environment itself creates enthusiasm, is too real, not playful, activitates, stimulates participation and collaboration participation and there is no challenge collaboration. and it is not intriguing. E D The complexity of the client and the SL provides us technological obstacles are a barrier Social with opportunities for simulating and for most students and teachers. Presence social positioning. E D The more energy invested Learning in in mastering the client, large groups the more it will become an easily becomes SL provides us with opportunities for simulating and extension to thinking and a circus. social positioning. The complexity of the client and the technological social networking skills. obstacles are a barrier for most students and teachers. Learning in large groups easily becomes a circus. The more energy invested in mastering the client, © J.P. van Schie 2008 the more it will become an extension to thinking and social networking skills.
  • 8. © J.P. van Schie 2008
  • 9. © J.P. van Schie 2008
  • 10. © J.P. van Schie 2008
  • 11. © J.P. van Schie 2008
  • 12. © J.P. van Schie 2008
  • 13. © J.P. van Schie 2008
  • 14. Cognitive Presence Cognitive presence is the extent to which the participants Social presence is the ability of learners to project their personal characteristics into the community of inquiry, thereby presenting in any particular configuration themselves as 'real people.' of a community of inquiry are able to construct meaning through sustained communication.
  • 15. In the absence of a good learning design SL offers so much attraction that it hinders focus on a learning task. A In the absence of a good learning design SL offers so much attraction that it hinders focus on a learning task. D It gives us an unique A opportunity to create, Learning to visualise and Learning to live is as important in SL as in RL It gives us an unique opportunity to create, visualise live is as communicate and communicate ourselves and our surrounding important in ourselves and our world. SL as in RL. surrounding world. E As it takes long to Cognitive D Learning is rather master the SL as a tool it is an obstacle for Presence broad then deep, most of it is just involvement on intense scratching the and meaningful surface. learning experiences. E Avatar customisation is a key to immersion, provides completely new experiences and a sense of achievement. Learning is rather broad then deep, most of it is just As it takes long to master the SL as a tool it is an scratching the surface. obstacle for involvement on intense and meaningful learning experiences. © J.P. van Schie 2008 Avatar customisation is a key to immersion, provides completely new experiences and a sense of achievement.
  • 16. © J.P. van Schie 2008
  • 17. © J.P. van Schie 2008
  • 18. © J.P. van Schie 2008
  • 19. © J.P. van Schie 2008
  • 20. © J.P. van Schie 2008
  • 21. © J.P. van Schie 2008
  • 22. Teaching Presence Teaching presence is defined as the design, Social presence is the ability of learners to project their personal characteristics into the community of inquiry, thereby presenting facilitation, and direction of themselves as 'real people.' cognitive and social processes for the purpose of realizing personally meaningful and educational worthwhile learning outcomes.
  • 23. There is so much freedom that it is hard to control and to maintain attention. A There is so much freedom that it is hard to control and to maintain D SL triggers a lot of attention, just by its characteristics: immersive, absorbing, inviting to explore. A attention. It allows us to address SL triggers a lot of different modes of attention, just by its learning, learning It allows us to address different modes of learning, characteristics: learning styles and means to explain ourselves. styles and means to immersive, absorbing, explain ourselves. inviting to explore. Teaching E Traditional Presence D There is little learning designs experience with well do not seem to built, provocative fit in SL. and rich learning E environments in SL. Learning to master the client is a meaningful activity in itself. There is little experience with well built, provocative Traditional learning designs do not seem to fit in SL. and rich learning environments in SL. © J.P. van Schie 2008 Learning to master the client is a meaningful activity in itself.
  • 24. © J.P. van Schie 2008
  • 25. © J.P. van Schie 2008
  • 26. © J.P. van Schie 2008
  • 27. © J.P. van Schie 2008
  • 28. © J.P. van Schie 2008
  • 29. © J.P. van Schie 2008
  • 30. “E-learning is a disruptive technology” “Will e-learning simply enhance and reinforce existing practices of efficient information dissemination, or will it fundamentally alter how students approach learning and outcome expectations” E- learning in the 21st Century, page 20 D. R. Garrison and Terry Anderson, E-Learning in the 21st Century: A Framework for Research and Practice, London: Routledge, 2003, pp.167, ISBN 0415263468
  • 31. © J.P. van Schie 2008