Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Torsten Reiners & Lincoln ...
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Agenda
 Motivation
 Gami...
Motivation
 … “get as many students as possible to meet
professionally/academically acceptable levels of
performance at a...
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Why not Site Visits?
Site Visits
 great opportunity
 communication with on-site staff
 able to grasp dimension of sites
 equity issues with...
Site Visits, but
 great opportunity
 communication with on-site staff
 able to grasp dimension of sites
 equity issues...
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
nDiVEOLT Grant 2013-2014
(...
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
nDiVEOLT Grant 2013-2014
(...
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Skills Training in L&SCM
...
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
nDiVE: Library
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
nDiVE: Connectivity
nDiVE: Immersive 3D Environment
 Interested in complete immersion of learners in a scenario
 Multiple communication chan...
Aren’t Virtual Worlds already enough fun?
Virtual Training Environments
Serious Games
Game-based Simulations
Games
….
Some games in L&SCM
 Beer Game
 The Fresh Connection
 The Candy Factory Game
2012-11-29
Port Simulator 2012
• Screenshot here
2012-11-29
Gamification in logistics and supply chain education
Authenticity
 Real problems require real skills…
 Requires complex communication, judgment, reflection,
expert thinking,...
Fidelity
Gamification
Integrating game dynamics
into your site, service, community, content or campaign,
in order to drive particip...
SKILLS
Challenge
Boredom
Anxiety
DYNAMICS
Advanced Gaming
Components
• Game over
• Next life
• Save points
• Rewind
• Multi-player
• NPC / Ghosts
• Slow motion
• Aw...
passing on information and
experiences to others
Stories
Narratives
Unique paths through the story which also
enliven the story and “unfold in space” and
support the process of un...
It
Is
A
Long
Story
…
Map
Story
Narratives
Narratives
Narratives
Assessment
Authentic Learning
• Focus on the student
• Thinking, problem solving
• Using knowledge/skills
Should be:
• Rel...
Narratives
What can we learn from narratives?
Conclusion
• Learning should be about fun, play, and passion
• Learners should retain 75% of the knowledge; not 5%
•
Virtu...
Conclusion
• Learning should be about fun, play, and passion
• Learners should retain 75% of the knowledge; not 5%
•
Virtu...
Using Narratives to Assess Free Exploration in 3D Spaces
Using Narratives to Assess Free Exploration in 3D Spaces
Using Narratives to Assess Free Exploration in 3D Spaces
Using Narratives to Assess Free Exploration in 3D Spaces
Using Narratives to Assess Free Exploration in 3D Spaces
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Using Narratives to Assess Free Exploration in 3D Spaces

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Presentation was part of the "Online conference with e-Assessment Scotland", which is featuring 20 free sessions from the UK, Ireland, Australia and New Zealand (19 to 30 Aug). The Webinar includes Six 'Transforming Assessment' sessions highlighting nationally funded e-assessment related projects from across Australia.

This presentation was done by Torsten Reiners and Lincoln Wood, Curtin University; Sue Gregory, University of New England; Hanna Teras, University of Wollongong,

Topic is the usage of narratives in a story to assess explorative learning in a virtual world scenario.

Published in: Education, Technology
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  • NOT SURE YET
  • Saying that it does not allow exploring and the authenticity is an issue
  • Pointing out the classic parts on the left (components, mechnics), ending in the dynamics
  • On the one hand, we like o controlled environment following our defined steps ….
  • Short the reference to a campfire, place were you hear stories, including immersion through the storyteller acting
  • Stories are one of the oldest means of passing on information and experiences to others. Storytellers combine words with gestures and expressions, creating illusions, using intonation to build up suspense to finally reach full immersion in the narrative. Storytelling is art; the canvas being the mind and the words the crayons to draw the picture. Storytelling is connective; it requires an audience with whom we can share. Storytelling is creative; we hear words and sounds, see gestures and expressions, but we also combine these shared impressions with our personal experience, understanding, and knowledge to our very individual story. Storytelling is an effective mean to convey “information in a compelling and memorable way” (Neal, 2001) and the “original form of teaching” (Pederson, 1995). "[] it's our desire to still employ the mood and storytelling tools inherited from film and theatre" (Björke, 2003). Similar to the film industry, instructional designers have to adopt and use the technology in the way it is designed; not enforcing old beliefs and thoughts and methods on it. The narrative has to be sculpted and designed specifically to express the narrative in its environment. 
  • Using Narratives to Assess Free Exploration in 3D Spaces

    1. 1. Curtin University is a trademark of Curtin University of Technology CRICOS Provider Code 00301J Torsten Reiners & Lincoln Wood Using narratives to assess free exploration in 3D spaces 2013-08-27
    2. 2. Curtin University is a trademark of Curtin University of Technology CRICOS Provider Code 00301J Agenda  Motivation  Gamification  Story and Narrative Context:Logistics&SCM
    3. 3. Motivation  … “get as many students as possible to meet professionally/academically acceptable levels of performance at as high a level as we can” (Buckridge and Guest, 2007, p. 144).  Apathy countered with active learning  Lack of authenticity and high levels of engagement in university education in L&SCM
    4. 4. Curtin University is a trademark of Curtin University of Technology CRICOS Provider Code 00301J Why not Site Visits?
    5. 5. Site Visits  great opportunity  communication with on-site staff  able to grasp dimension of sites  equity issues with online classes  Challenge of „capturing‟ entire SC
    6. 6. Site Visits, but  great opportunity  communication with on-site staff  able to grasp dimension of sites  equity issues with online classes  challenge of „capturing‟ the bigger picture  dangerous  … http://deadsquare.net http://www,tension.com
    7. 7. Curtin University is a trademark of Curtin University of Technology CRICOS Provider Code 00301J nDiVEOLT Grant 2013-2014 (AUD 220,000) Torsten Reiners, Lincoln C. Wood, Vanessa Chang, Christian Guetl, Jan Herrington, Hanna Teräs
    8. 8. Curtin University is a trademark of Curtin University of Technology CRICOS Provider Code 00301J nDiVEOLT Grant 2013-2014 (AUD 220,000) n-Dimensional Immersive Virtual Environment • increase authenticity through inclusion of real-life complexity • use scenarios linked into a comprehensive supply chain • include gaming mechanisms to increase student engagement
    9. 9. Curtin University is a trademark of Curtin University of Technology CRICOS Provider Code 00301J Skills Training in L&SCM  Difficult to observe for the learner  Long time-periods without events before the outcome of decisions becomes visible  Consequences that are not desirable to replicate in real- life environments
    10. 10. Curtin University is a trademark of Curtin University of Technology CRICOS Provider Code 00301J nDiVE: Library
    11. 11. Curtin University is a trademark of Curtin University of Technology CRICOS Provider Code 00301J nDiVE: Connectivity
    12. 12. nDiVE: Immersive 3D Environment  Interested in complete immersion of learners in a scenario  Multiple communication channels • Social awareness • Knowledge transfer and understanding  Presence • Feeling of being part of the environment • Increase of motivation and productivity  Awareness of others  Decreasing barriers  Facilitation of collaboration
    13. 13. Aren’t Virtual Worlds already enough fun? Virtual Training Environments Serious Games Game-based Simulations Games ….
    14. 14. Some games in L&SCM  Beer Game  The Fresh Connection  The Candy Factory Game 2012-11-29
    15. 15. Port Simulator 2012 • Screenshot here 2012-11-29 Gamification in logistics and supply chain education
    16. 16. Authenticity  Real problems require real skills…  Requires complex communication, judgment, reflection, expert thinking, and advanced problem-solving skills  Higher authenticity in education provides • Opportunity to exercise realistic work practices • Cognitive processes that are aligned with authentic situations • Receiving valuable feedback • Authentic sources and materials
    17. 17. Fidelity
    18. 18. Gamification Integrating game dynamics into your site, service, community, content or campaign, in order to drive participation. the use of game design elements in non-game contexts motivational elements of games + learning activities + communicate and share accomplishment + goals = direct the attention + motivate for action fun, play, passion
    19. 19. SKILLS Challenge Boredom Anxiety
    20. 20. DYNAMICS
    21. 21. Advanced Gaming Components • Game over • Next life • Save points • Rewind • Multi-player • NPC / Ghosts • Slow motion • Awards 2012-11-29 Gamification in logistics and supply chain education
    22. 22. passing on information and experiences to others Stories
    23. 23. Narratives Unique paths through the story which also enliven the story and “unfold in space” and support the process of understanding and building cognitive structures
    24. 24. It Is A Long Story …
    25. 25. Map
    26. 26. Story
    27. 27. Narratives
    28. 28. Narratives
    29. 29. Narratives
    30. 30. Assessment Authentic Learning • Focus on the student • Thinking, problem solving • Using knowledge/skills Should be: • Relevant but not oversimplified • Different perspectives, multiple resources • Collaborative • Driven by student decisions • Integrating learning with assessment • Artefact as an outcome • Alternative paths to a solution
    31. 31. Narratives What can we learn from narratives?
    32. 32. Conclusion • Learning should be about fun, play, and passion • Learners should retain 75% of the knowledge; not 5% • Virtual worlds have gained prominence as they address • Authenticity • Unrestricted availability • Interactivity • Gamification for student engagement • Educators have the tools, the content, and the methods • Bind learners who are compelled to complete “just one more level”.
    33. 33. Conclusion • Learning should be about fun, play, and passion • Learners should retain 75% of the knowledge; not 5% • Virtual worlds have gained prominence as they address • Authenticity • Unrestricted availability • Interactivity • Gamification for student engagement • Educators have the tools, the content, and the methods • Bind learners who are compelled to complete “just one more level”. Awesome environment ... self-explorative learning success

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