10 09-07 becoming virtual


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This is a 15 minute presentation of my PhD thesis, covering the key concepts.

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  • Mayes, T. and de Freitas, S. (2004). Review of e-learning frameworks, models and theories: JISC e-learning models desk study, JISC
  • 10 09-07 becoming virtual

    1. 1. Becoming virtual: prerequisites to learning in virtual worlds Mark Childs 13 th Sept 2010
    2. 2. Preamble 1: Teaching approaches <ul><li>Associative – we can look around and observe, take in information from models, objects, notecards. </li></ul><ul><li>Cognitive – exploring, creating, making sense of spaces and events and integrating experiences into prior knowledge. </li></ul><ul><li>Situative – co-creating knowledge through discussion, exchange of ideas. </li></ul>
    3. 8. Preamble 2: Presence
    4. 9. Preamble 3: Bodies <ul><li>Body image/body project </li></ul><ul><li>Body schema </li></ul>
    5. 10. <ul><li>“ for some, bodies can become conscious ‘body projects’ to manipulate this means of representing identity to others” – Phoenix </li></ul><ul><li>“ body schema is for action and body image is for identification’’ – de Vignemont </li></ul>What bodies mean
    6. 11. Findings - quantitative
    7. 12. Qualitative findings: associative <ul><li>At first, students have to focus on software. </li></ul><ul><li>Can answer questions that constitute a “window at” technology (hypermediacy). </li></ul><ul><li>After an hour or two, students acquire enough competence at operating software. </li></ul><ul><li>Can answer factual questions about spaces that constitute a “window through” technology (immediacy). </li></ul>
    8. 13. More findings - situative <ul><li>Students engaged in social constructivist activities, such as discussions, identity formation tend to: </li></ul><ul><ul><li>Value social presence. </li></ul></ul><ul><ul><li>Use avatars as identifiers. </li></ul></ul><ul><ul><li>Prioritise avatar design even above navigation. </li></ul></ul><ul><ul><li>Feel exposed to peers and particularly non-classmates. </li></ul></ul>
    9. 14. Qualitative findings: cognitive <ul><li>Experiential learning, field trips, etc. </li></ul><ul><li>At an early stage students could not answer “what does this space feel like?” </li></ul><ul><li>Also could not answer questions on what could be inferred about communities from the spaces. </li></ul><ul><li>The former can take weeks or months. </li></ul><ul><li>The latter years, maybe never. </li></ul>
    10. 15. What’s going on? <ul><li>The interpretation of these data is: </li></ul><ul><li>To purely communicate information, IVWs can be treated as just a piece of software. </li></ul><ul><li>For more complex activities, IVWs need to be learned as a world, and avatars as bodies, as in the physical world. </li></ul>
    11. 16. Virtual body image <ul><li>Used as a basis for social interaction. </li></ul><ul><li>Needs to be designed, personalised, recognisable, aligned to identity. </li></ul><ul><li>Situative learning activities need to be preceded by: </li></ul><ul><ul><li>Time designing the look. </li></ul></ul><ul><ul><li>Shopping. </li></ul></ul>
    12. 17. Virtual body schema <ul><li>Given enough time spent inworld, virtual body becomes mapped to body schema, technology “disappears into the architecture of the body”. </li></ul><ul><ul><li>Proprioception (Rowe). </li></ul></ul><ul><ul><li>Appropriation (Littleton et al). </li></ul></ul><ul><ul><li>Approprioception (me). </li></ul></ul><ul><li>Around the same time students report “feeling the atmosphere of the space”. </li></ul>
    13. 18. A link? <ul><li>Embodied cognition. </li></ul><ul><li>“ Cognitive processes are deeply rooted in the body’s interactions with the world” – Wilson. </li></ul><ul><li>For cognition in virtual worlds to be effective :. need to establish virtual body schema. </li></ul>
    14. 20. Bodies defined by acting <ul><li>Interaction is not what the objects do, it’s what the avatars do </li></ul><ul><li>Experiential activities need to be preceded by a long time: </li></ul><ul><ul><li>Acting inworld / interacting with spaces </li></ul></ul><ul><ul><li>Locations that have an emotional resonance </li></ul></ul>
    16. 22. Contact <ul><li>[email_address] </li></ul><ul><li>SL: Gann McGann </li></ul><ul><li>Portfolio at http://go.warwick.ac.uk/edrfap/ </li></ul><ul><li>Thesis available on request </li></ul>
    17. 23. References <ul><li>Slide 2 </li></ul><ul><li>Mayes, T. and de Freitas, S. (2004). Review of e-learning frameworks, models and theories: JISC e-learning models desk study, JISC </li></ul><ul><li>Slide 8 </li></ul><ul><li>Childs, M. (2010) A conceptual framework for mediated environments, Educational Research 52, 2, June 2010, 197–213 </li></ul><ul><li>Slide 10 </li></ul><ul><li>Phoenix, A. (2007) Identities and diversities, in D. Miell, A. Phoenix and K. Thomas (eds) DSE212 Mapping Psychology Book 1 , The Open University </li></ul><ul><li>de Vignemont, F. (2007). Habeas corpus: The sense of ownership of one’s own body. Mind and Language , 22 (4), 427–449. </li></ul>
    18. 24. References <ul><li>Slide 12 </li></ul><ul><li>Dobson, S. (2009) Remediation. Understanding New Media: Revisiting a Classic, Seminar.net - International journal of media, technology and lifelong learning, 5 (2) </li></ul><ul><li>Slide 17 </li></ul><ul><li>Littleton, K., Toates, F. and Braisby, N. (2007) Three Approaches to Learning, in D. Miell, A. Phoenix and K. Thomas (Eds.) DSE212 Mapping Psychology Book 1 , The OU </li></ul><ul><li>Murray, D.C. and Sixsmith, J. (1999) The Corporeal Body in Virtual Reality, Ethos, 27 (3) Body, Self, and Technology (Sep., 1999), 315-343 </li></ul><ul><li>Slide 18 </li></ul><ul><li>Wilson, M. (2002) Six views of embodied cognition, Psychonomic Bulletin & Review 2002, 9 (4), 625-636 </li></ul>