3D Virtual Worlds in Education and Training

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Demetrios G Sampson - 3D Virtual Worlds in Education and Training - The IEEE International conference on Technology for Education (T4E 2011), Chennai, India, 14-16 July 2011 [Invited Speech]

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3D Virtual Worlds in Education and Training

  1. 1. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 1/55 3D Virtual Worlds in Education and Training Demetrios G. Sampson Department of Digital Systems, University of Piraeus, Greece & Information Technologies Institute, Centre for Research and Technology Hellas, Greece This work is licensed under the Creative Commons Attribution-NoDerivs-NonCommercial License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nd-nc/1.0 or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA.
  2. 2. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 2/55 3D Virtual Worlds in Education and Training
  3. 3. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 3/55
  4. 4. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 4/55 A bit of History …
  5. 5. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 5/55
  6. 6. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 6/55
  7. 7. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 7/55
  8. 8. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 8/55 Lessons Learnt from History …
  9. 9. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 9/55 3D Virtual Worlds are rich, engaging, immersive, motivating and highly interactive environments as compared to traditional 2D Web-based Environments, that bare the potential to offer unique learning and teaching opportunities, since (a) re-enforce the sense of presence, (b) are immediate, (c) can be adaptable, (d) offer the possibility to simulate the “real” world and beyond, (e) offer the possibility to create new experiences that may not be possible or may be difficult to represent in the “real” world, (f) could be offered for experimentation and (g) allow for synchronous communication and collaboration (Eshenbenner etal 2008)
  10. 10. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 10/55 3D Virtual Worlds are here to stay as the web moves from 2D to 3D ?
  11. 11. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 11/55 Social Virtual Worlds: Second Life
  12. 12. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 12/55 Social Virtual Worlds: Active World
  13. 13. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 13/55 Virtual Worlds that simulate Real-life Working Environments: The Project Wonderland
  14. 14. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 14/55 Virtual Worlds that simulate Real-life Working Environments: On-Line Interactive Virtual Environment (OLIVE™)
  15. 15. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 15/55 Role Playing Virtual Worlds: The World of Warcraft
  16. 16. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 16/55 Open Source Virtual World Platforms: OpenSim
  17. 17. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 17/47 Open Source Platform www.realxtend.org The true value of the interconnected 3D worlds is in the applications, not the platform.
  18. 18. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 18/55 Examples of Deployment
  19. 19. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 19/55 SL Virtual Campus @ University of Sussex
  20. 20. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 20/55 SL Virtual Campus @ MIT
  21. 21. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 21/55 University Collaboration University of Queensland (Australia), Norwegian University of Science and Technology (Norway) andNational Yunlin University of Science and Technology (Taiwan). Babel Tower - Active Worlds
  22. 22. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 22/55 Outline • Introduction: Virtual Worlds in Real Education • Problem Definition: VW in Teachers’ CPD • Proposed Module for Teachers’ CPD based on “Synectics” • Key concepts related to using 3D Virtual Worlds for teaching and learning • Competence description (basic level) of teachers capable of teaching in 3D Virtual Worlds • Module for Teachers Continuing Professional Development Programmes • 3D Virtual Classroom Simulation Implementation • Conclusions
  23. 23. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 23/55 Introduction: Virtual Worlds in Real Education • Today, the emergence of technologies, such as 3D Virtual Worlds (VWs), which provide realistic three-dimensional environments and offer engaging, interactive and immersive experiences, creates new opportunities for teaching and learning. • During the past years, several researchers have recognized the educational potential of 3D VWs. Furthermore, the increased interest of exploiting 3D VWs in education, has led to the development of educational tools and applications which aim to integrate existing learning technologies (such as Course Management Systems) in 3D VWs infrastructure (such as Second Life (SL)).
  24. 24. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 24/55 Problem Definition: VW in Teachers’ CPD • There are research studies that focus specifically on teachers’ experiences either through using 3D VWs in their teaching activities or through their participation in 3D VWs supported Continuing Professional Development (CPD). • These studies indicate issues, such as • the extra pressure applied to teachers who teach within 3D VWs and • the lack of understanding of the new possibilities offered by 3D VWs in teaching and learning. • Thus, we should take into account that the possible use of 3D VWs is a major challenge for teachers, since they introduce new concepts that go far beyond the technical skills that a teacher has to acquire to teach within a certain Virtual Worlds (i.e., Second Life).
  25. 25. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 25/55 ASK Teachers’ CPD Module on VW • There is a need for Teachers’ CPD Modules and Programmes that aim to develop appropriate competences for real life teaching supported by VWs. • Within this context, we propose the development of a module in Teachers’ CPD programs that aim • to support teachers understand the key concepts related to 3D VWs • explore the new possibilities that 3D VWs present for teaching and learning • equip them with useful competences for teaching within 3D VWs.
  26. 26. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 26/55 Proposed Module for Teachers’ CPD To this end, we followed the next steps: • Step 1 – Identify the key concepts related to using 3D VWs for teaching and learning • Step 2 – Formulate a competence description proposal (basic novice level) for teachers being capable of teaching in 3D VWs • Step 3 – Design a module for Teachers CPD Programmes that supports the acquisition of these competences based on “Synectics” instructional strategy • Step 4 – Implement a 3D Virtual Classroom Simulation to support the module • Step 5 – Validate the proposed module with School Teachers
  27. 27. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 27/55 Step 1 – Identify the key concepts related to using 3D VWs for teaching and learning  3D VWs are rich, engaging, immersive, motivating and highly interactive environments and they offer unique learning and teaching opportunities, since (a) recreate the sense of presence, (b) are immediate, (c) are adaptable, (d) offer the possibility to simulate the “real” world, (e) offer the possibility to create new experiences that may not be possible or may be difficult to represent in the “real” world, (f) could be offered for experimentation and (g) allow for synchronous communication and collaboration (Eshenbenner etal 2008)  Thus, these characteristics can be considered as the key concepts that would be important to be understood by school teachers who want to exploit 3D VWs in their educational practices.
  28. 28. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 28/55 Step 2 – Proposed competence description (Novice level) of teachers capable of teaching in 3D VWs Dimension Competences Knowledge (K) K1. Understand the key concepts of 3D VWs K2. Understand the similarities between a 3D Virtual Classroom and a “traditional” classroom in order to identify the key concepts as “affordances” of 3D VWs for education K3. Understand the differences between a 3D Virtual Classroom and a “traditional” classroom in order to identify the key concepts as “affordances” of 3D VWs for education K4. Understand the potential of 3D VWs to support teaching and learning Skills (S) S1. Know how to use the basic functionalities of SL for navigation, control and communication according to Bignell and Parson’s list S2. Know how to use the tools presented in a 3D Virtual Classroom Simulation S3. Be able to transfer their own simple Educational Activities in a 3D Virtual Classroom Simulation S4. Be able to design and present new simple Educational Activities using a 3D Virtual Classroom as an environment for teaching Attitudes (A) A1. Be interested in exploiting 3D VWs in Real Education A2. Be motivated in participating in more Teachers’ CPD programs related to the exploitation of 3D VWs in Education
  29. 29. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 29/55 Step 3 – Design a module for Teachers CPD Programmes (Select the Appropriate Instructional Strategy) (1/3) • The participants of the proposed module should be selected school teachers, who are experienced in using digital technologies both in their life and in their educational practices. It is also anticipated that they present high motivation and interest in their continuing professional development and appreciate the potential value of innovative digital technologies for education. • The instructional strategy of “Synectics - Making the Strange Familiar” is defined as “a strategy for making the students understand and internalize new or difficult concepts and ideas, through the use of analogies between concepts or ideas which are familiar to the students to the new concepts or ideas presented”.
  30. 30. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 30/55 Step 3 – Design a module for Teachers CPD Programmes (Select the Appropriate Instructional Strategy) (2/3) • On the other hand, Teachers’ Continuing Professional Development (CPD) involves among others enabling school teachers to relate their previous experiences to new concepts, ideas and/or procedures in order to develop their competences . • Thus the proposed module is designed based on “Synectics” considering that • the “strange” part of the analogy is teaching within 3D VWs • the “familiar” part of the analogy is teachers’ competencies in teaching within a “traditional” classroom.
  31. 31. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 31/55 Step 3 – Design a module for Teachers CPD Programmes (Select the Appropriate Instructional Strategy) (3/3) This is based on the design assumption that the use of the instructional strategy “Synectics - Making the strange Familiar” is appropriate for support teachers in: • understanding the unfamiliar concepts presented in 3D VWs by exploring the similarities and the differences between a “traditional” classroom and a 3D Virtual Classroom, and • designing simple educational activities by transferring their previous teaching experiences and ideas using the tools available in a 3D Virtual Classroom.
  32. 32. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 32/55 Step 3 – Design a module for Teachers CPD Programmes (Phases and Educational Activities) (1/2) • The proposed module consists of seven phases that comprise of different educational activities. • During the first five phases the 3D Virtual Classroom Simulation, is proposed to be used to demonstrate the strange part of the analogy, that is, teaching within the 3D Virtual Classroom. • Whereas during the next two phases the teachers will interact within the 3D Virtual Classroom Simulation to explore the analogy on their own and generating their own analogies, that is, to transform educational activities designed for “traditional” classrooms to educational activities designed for the 3D Virtual Classroom.
  33. 33. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 33/55 Phases Description of the Educational and Assessment Activities Phase 1 (Substantive Input) Presentation of the new concepts. Discussion on the new concepts (Knowledge Assessment Activity) Phase 2 (Direct Analogy) Presentation of the analogy Phase 3 (Personal Analogy) Reinforce the analogy Phase 4 (Comparing Analogies) Brainstorming on the analogy similarities Describe and Justify the similarities (Knowledge Assessment Activity) Phase 5 (Explaining Differences) Brainstorming on the analogy differences Describe and Justify the differences (Knowledge Assessment Activity) Phase 6 (Exploration) Learn the Basics of Second Life Explore the 3D Virtual Classroom Self-Assessment on the Exploration (Skills Assessment Activity) Phase 7 Divide into Groups Organize Simple Educational Activities (Skills Assessment Activity)
  34. 34. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 34/55 Step 4 – 3D Virtual Classroom Simulation Implementation (1/3) • The school teachers’ educational and assessment activities are facilitated by a 3D Virtual Classroom Simulation designed using SLOODLE (Simulation Linked Object Oriented Dynamic Learning Environment) which enables the integration of SL and Moodle. • We present the design of our 3D Virtual Classroom Simulation and justify how it serves the educational and assessment activities of our proposed Teachers’ CPD Module • First, we present and discuss the characteristics and functionalities of Second Life and SLOODLE which we consider that can be exploited to highlight the concepts related to the exploitation of 3D Virtual Worlds for teaching and learning.
  35. 35. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 35/55 Concept to Tools/Functionalities Relation (1/2) Related to Concepts Dimension Related to Tools/Functionalities Dimension Recreate the sense of presence: Use of Avatars linked to Moodle accounts. Avatars: Can be used to participate in the activities. Group System: Defines a group of participants and their roles. Access Checker Door: Enrolls the teachers and connects Avatars to Moodle accounts. Immediateness: The tools should provide immediate feedback. Immediate Feedback: The tools provide immediate feedback according to the teachers’ actions. “Real” World Simulations: The Virtual Classroom should resemble a traditional classroom. Mimic the appearance of real objects. Mimic the functionality of real objects.
  36. 36. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 36/55 Concept to Tools/Functionalities Relation (1/2) Related to Concepts Dimension Related to Tools/Functionalities Dimension Adaptable: Present adaptable tools. All the tools can be set as free to be manipulated and reconfigured. Simulate experiences not possible in “Real” World: Activities not possible in the “Real” World should be available. SLOODLE Tool Generator: Enables the automatic generation of tools from a predefined list. SLOODLE Distributor: Enables the automatic delivery of any type of virtual objects. Provide Possibilities for Experimentation: Teachers should be able to experiment. Initialized versions of the tools: Initialized versions of the tools can be stored in the SLOODLE Vending Machine. Synchronous Communication and Collaboration: The 3D Virtual Classroom should present different communication and collaboration tools. Chat Logger: Enables teachers to discuss in real time using Avatars and/or their Moodle Accounts. SLOODLE Toolbar: Teachers update their Moodle blogs and use gestures related to the context of a classroom. Collaborative Editing: Enables teachers to collaboratively manipulate the tools.
  37. 37. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 37/55 Steps for the 3D Virtual Classroom Simulation Implementation The 3D Virtual Classroom was implemented, by following the next steps: • Step 1 – Configure Moodle Course Management System • Step 2 – Create a Classroom Building • Step 3 – Select and Configure Supporting Tools so as to simulate the experiences presented in a “Traditional” Classroom • Step 4 – Provide a Classroom Management System within the 3D Virtual Classroom Simulation • Step 5 – Present Additional Tools
  38. 38. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 38/55 Step 1 – Configure Moodle Course Management System (1/2) This step included the: • Creation of a Moodle Classroom • Creation of Moodle Activities that will be used to support the in-world tools (namely Chat, Assignment, Glossary, Poll) • Implementation of SLOODLE (Version 1) along the additional system for recording avatars interactions (namely SLOODLE Tracker)
  39. 39. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 39/55
  40. 40. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 40/55 Step 2 – Create a Classroom Building (1/4) • The main idea for the outer building that holds our 3D Virtual Classroom Simulation was to feature transparent glasses that let the students see the outside while participating in the educational activities (as shown in picture) but also rooms that will not be visible from outsiders (e.g. classroom management room) • Thus, we have used objects presenting glass, stone, steel and wood textures to create the building that features the different rooms of our 3D Virtual Classroom Simulation
  41. 41. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 41/55
  42. 42. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 42/55 Step 2 – Create a Classroom Building (3/4) • The interior of the building presents four different rooms (Lectures Room, Lab, Library, Assessment/Quiz Room) which feature tools that can support different types of educational activities. It should be mentioned that all tools are set as free to manipulate and reconfigure to support experimentation • Moreover, except for the rooms supporting educational activities there is a specific room, namely Classroom Management Room that allows teachers’ to customize the 3D Virtual Classroom Simulation as they like
  43. 43. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 43/55
  44. 44. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 44/55 Step 3– Select and Configure Supporting Tools so as to simulate the experiences presented in a “Traditional” Classroom • The main idea was to create different rooms presenting different types of tools • Except for the tools the rooms were equipped with objects to make them simulate the real rooms and with informative notecards
  45. 45. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 45/55 The tools and objects presented in the Lectures Room are: 1. Metalabs Whiteboard 2. Web Browser (Preconfigured to show SlideShare) 3. Integrated Web Browsers on Students desks 4. SLOODLE Toolbar to allow different types of gestures 5. Chairs and Desks 6. Informative Notecards The Lectures Room design (as shown in Figure) is consistent with the proposed teachers’ CPD module since it provides a place that simulates a familiar real- life lecture room, but also provides enhanced abilities related to the identified affordances of 3D Virtual Worlds for Education. are given a familiar environment in which they can do their lectures interact with a predefined proposed setting of doing their lectures in a 3D VW can modify it according to their preferences (this applies to all the rooms) Informative Notecard Example
  46. 46. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 46/55 The Lab Room design (as shown in Figure) is consistent with the proposed teachers’ CPD module since it presents tools that provide teachers’ with additional opportunities that may not be applicable in a real-life traditional classroom. The tools and objects presented in the Lab are: 1. SLOODLE Choice (Participate in Polls) 2. Desktop PC (For teachers) 3. Laptops (For students) 4. SLOODLE Vending Machine 5. SLOODLE PrimDrop (Assignments) 6. SLOODLE Web Intercom (Chat) 7. Rolling Chairs and Desk 8. Globe with Integrated Google Maps the Deskop PC is actually a web interface that allows teachers to provide their students with educational material the Laptops are actually SLOODLE PrimDrop tools that support assignments Google Maps or other maps (e.g. Second Life Map) are presented as a Globe Object the Desktop PCs’ keyboard is actually a Vending Machine that stores and sends objects, tools and material
  47. 47. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 47/55 Quiz Activity Example The tools and objects presented in the Quiz Room are: 1. SLOODLE Quiz Chairs 2. Object preconfigured to use Shared Media The Assessment Quiz Room design (presented in Figure) is consistent with the proposed teachers’ CPD module since it provides a demonstration on how students can be assessed within the 3D VCS using a familiar from real-life teaching activity, namely, a Quiz.
  48. 48. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 48/55 The tools and objects presented in the Library are: 1. SLOODLE Web Intercom (Chat) 2. SLOODLE Vending Machine 3. SLOODLE MetaGloss (Glossary) 4. Bookcases 5. Meeting Table The Library is able to support our proposed module as it provides configured versions of each one of the tools that simulate their real intended use. More specifically: the Meeting Table is a SLOODLE Web Intercom Tool (Chat) that allows to chat and record the conversations one of the Bookcases is a SLOODLE Vending Machine providing access to books and notecards the other Bookcase is a SLOODLE MetaGloss tool providing access on demand to definitions of pre-specified concepts
  49. 49. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 49/55 The tools and objects presented in the Room are: 1. SLOODLE Tool Generator 2. Preconfigured Tools Vending Machine 3. Web Interface for in-world Moodle Management (Control Panel) 4. Informative Notecards The Classroom Management Room design is consistent with the proposed teachers’ CPD module since it provides teachers with the ability to create tools and upload their own educational content in the 3D VCS. The SLOODLE Tool Generator allows teachers to create their own SLOODLE Tools and configure them the Preconfigured Tools Vending Machine provides teachers with pre-configured tools available within the 3D VCS The Web Interface allows teachers to create and/or configure Moodle activities without the need of getting out of the 3D Virtual Classroom Simulation (Step 4)
  50. 50. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 50/55 Step 5 – Present Additional Tools (1/2) Door Welcome Mat • Displays the rules of the Classroom • Greets Avatars • Gives Informative Notecards to Avatars when touched SLOODLE Access Checker Door • Enrolls an Avatar to the Course • Connects Avatar to a specific Moodle Account • Provides Access to the 3D Virtual Classroom Simulation
  51. 51. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 51/55 Step 5 – Present Additional Tools (2/3) Quiz Hud • Helps the Avatars Explore a Place • Provides Information about a Place or a Specific Object • Teachers’ can use the Web Interface to set descriptions about Objects and Places • Allows the Creation of Interactive Quizzes
  52. 52. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 52/55 SLOODLE Tracker • Lets the Teachers’ define Specific Tasks and their Descriptions • Lets the Teachers’ create objects which when are used set a specific Task as Completed • Depicts the Level of Completion of a Task Step 5 – Present Additional Tools (3/3)
  53. 53. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 53/55 Interacting within the 3D VCS Each task that is presented in the SLOODLE Tracker System represents the potential interactions that are supported within the 3D VCS. More specifically, these tasks describe interactions such as: a) the interaction of the teachers with the SLOODLE Access Checker Door that results to the provision of access, b) the interaction with the Whiteboard which can be the transfer of educational resources (in the form of slides) and their presentation to others, c) the interaction with the different virtual objects contained in the 3D VCS rooms which provide the teachers’ with valuable information about their characteristics and potential use, and d) the interaction with the tools presented in order to support different educational activities within the 3D VCS
  54. 54. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 54/4754/3254/50
  55. 55. D. Sampson 24 April 2014 University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Advanced Digital Systems and Services for Education and Learning (ASK) 55/55 Conclusions • 3D VWs is a digital technology that bares the potential to provide benefits in teaching and learning. • While its educational value is still under investigation, we can certainly claim that the key 3D VWs concepts may seem “unfamiliar” even to teachers who are experienced and keen on using digital technologies. • This paper has proposed a module for Teachers CPD supported by a 3D Virtual Classroom Simulation that is based on “Synectics – Making the strange familiar” instructional strategy and aims to • to support school teachers in understanding the key concepts related to 3D VWs, • explore the new possibilities that 3D VWs present for teaching and learning and • acquire competences for teaching within 3D VWs.

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