Loading...
Flash Player 9 (or above) is needed to view slideshows. We have detected that you do not have it on your computer.To install it, go here
Making the right MUVE
First of a two part workshop on MUVEs in education given at the Open Classroom Conference, Stockholm, October 2007. Further details available at http://warburton.typepad .com
1622 views | comments | 5 favorites | 0 downloads | 8 embeds (Stats)
More Info
This slideshow is Public
Total Views: 1622 on Slideshare: 1495 from embeds: 127
Most viewed embeds (Top 5):
More
Slideshow Transcript
- Slide 1: Making the right MUVE
Ope n Classro o m Conference workshop
Stockholm October 2007
Ste ve n Warburto n
King’s College London, UK
Margarita Pe re z-
Garcia
MENON Network, BE
- Slide 2: workshop aims
• provide tools for critical
decisions making in the
implementation of MUVEs
in education
• introduce immersive 3D
worlds
• evaluate and analyse
MUVEs in relation to
learning and teaching
settings
- Slide 3: “Are virtual worlds a breakthrough technology
that will forever reshape learning and business?
Or are they this season's over-hyped fad?”
Jay Cross, author of Informal Learning: Rediscovering the Natural
Pathways that Inspire Innovation and Performance
http://elearnmag.org/subpage.cfm?section=articles&article=44-1
E-Learn, March 2007
- Slide 4: why are we interested in MUVEs?
• $1 billion were invested in 35 virtual worlds
companies in the past 12 months
• 150 million users of Neopets
• current number of Second Life (SL) residents
exceeds 9 million
• New Media Consortium (NMC) is running over
200 educational sims in SL
- Slide 5: Identifying critical factors
Hey! Where did
my hair go?
- Slide 6: a socio-technical activity tool developed for evaluating and making decisions on
technological applicability
- Slide 7: activity 1: placing Q1. where would we place MUVEs (and why)?
Q2. which technologies are difficult to place (and
technologies within an
why)?
interpretative matrix
- Slide 8: What is a Multi-User
Virtual Environment?
A valid
learning and
Or simply
teaching
a game?
tool?
Or perhaps
both?
- Slide 9: towards a simple typology of MUVEs
Flexible narrative Social world Simulation
World of Warcraft Second Life Distributed Observer
Network
Active Worlds
Ardcalloch
Second Life
Rivercity project Metaplace
Revolution Habbo Hotel
The world is a setting in The world may have The world is as close to
which your story or elements of both a fictional the physical world as
narrative unfolds within the and physical world and possible and is governed
constraints of the rules and exists as a place for social by the rules of physical
goals designed into the interactions to occur. world in relation to the
world. intended simulation.
You are a character You are an extension of You are yourself.
yourself.
in role.
Source: based on an original an original typology developed by: Lindy McKeown, University of
Southern Queensland
- Slide 10: Virtual universes landscape
- Slide 11: Second Life: the current brand leader in social worlds
- Slide 12: MUVE affordances
• Facilitating social interaction (death of distance) and
cooperation
• Visualisation
• Contextualisation
• Relation to doing in the physical world (building and scripting)
• Informal learning opportunities
• Affective nature of immersion and motivational aspects
• Simulation and experiential learning (some physical
constraints can be overcome)
• Roleplay
• Strong communities (group coherence around groups, sub-
cultures and geography)
• Opportunities for content production that are both individual
and owned (but with limited transferability)
- Slide 13: \"What can this technology do that will enhance
the learner's experience that my current
learning technology portfolio cannot?\"
• Flow, balancing inactivity and challenge in just the right proportions to keep people moving
through the experience.
• Repetition, which allows learners to try-and-try again as many times as they choose.
• Experimentation, encouraging learners to try new things and learn in the process.
• Experience that is much more engaging than other digitally mediated technologies.
• Doing, because practice makes perfect and VWs are big practice fields.
• Observing, because if you're not ready to act now, you have plenty of opportunities to
observe others and learn from them.
• Motivation, because all of these factors culminate in an environment that cultivates
teachable moments at every turn. Motivation is baked into the context as people want to learn
within it.
Jay Cross, author of Informal Learning: Rediscovering the Natural Pathways that Inspire Innovation
and Performance
http://elearnmag.org/subpage.cfm?section=articles&article=44-1
E-Learn, March 2007
- Slide 14: how inspiring is our current use of this limitless virtual space?
- Slide 15: suggested competency framework
Level 1 Level 2 Level 3 Level 4
Building
Walking Inventory Moving
Objects Scripting
Flying Pie Controls
Video/
Creating
Landing Camera
Objects Machinima
Controls
Sitting
Editing Objects
Movement
Teleport
Controls Shopping
Appearance
Using the Map Textures
Friendship
Notecard Prims
Search
Opening
Chat vs IM vs
Boxes
Shout
From: http://www.cxknowledge.com/SL_Levels.html and further developed by the
Schome project
- Slide 16: • Schome
projects exploring Second Life:
• Sloodle
• Global Kids
- Slide 17: reports and findings on the educational use of
MUVEs and games:
• Games need to be embedded into
practice to ensure effective learning
• More research is needed to provide
empirical evidence for how game-based
learning can be used most effectively
• More effective supporting materials are
needed to support practitioners
• New developments (e.g. serious games
movement) are informing the
development of games for learning
• Great potential and need for tutors and
practitioners to become involved with
games development for learning
• Need for more opportunities for staff
development to support tutors wishing to
adopt game-based learning
• Potential for learners to become more
empowered with game-based learning
- Slide 18: how can we deliver MUVE based learning and teaching
within an educational setting?
making decisions …
- Slide 19: activity 2:
analysing factors in the
introduction of ICT
Questions:
• Which factors can I
comment on?
• What can I not comment
on?
• Which factors can I
influence?
• Which factors can I not
influence?
• What actions or decisions
can I take?
- Slide 20: Ste ve n Warburto n
King’s College London, UK
Research at Prsim(lab) http://prismlab.wordpress.com
Personal at Liquid Learning http://warburton.typepad.com
Second Life: StevenW Bohm
Margarita Pe re z-Garcia
MENON Network, BE
http://www.menon.org
Personal research at prism(lab) http://prismlab.wordpress.com
Blog at esphères identitaires http://www.margaperez.com Second
Life: Paz Lorenz