I’m exposing pre-service teachers and staff to virtual worlds through a variety of tasks and environments. The tasks and environments have either been chosen or created based on what the staff would normally do in the units. Of the 7 units 3 will involve some form of creation, one will be a role play, two will be exploratory and one will be to create a presentation. The nature of VWS and why it has the potential to support and promote innovative teaching practice is because while a task can be set there is a high likely hood that the student will take it somewhere unexpected.
Reimagining pre-serviceteacher education:the use of virtual worldsto support and promoteinnovative teachingpracticeLISA JACKAE: firstname.lastname@example.orgSL: lis RubyTwitter: LisaJacka
To investigate the extent to which the use of virtual worldteaching and learning environments support and promoteinnovative teaching practice in pre-service teacher education.
• What are staff and pre-service teachers’ views on the potential of virtual world teaching and learning environments to support and promote innovative teaching practice?• Which aspects of the virtual world teaching and learning environment and virtual world learning activities have the potential to contribute to the pre-service teacher’s learning experience?• To what extent does the introduction to virtual world teaching and learning environments influence staff and pre-service teachers’ willingness and capacity to develop innovative teaching practice?• What response do staff and pre-service teachers have to their experience in virtual world teaching and learning environments?
“a computer-based, simulated environmentin which users are able to immersethemselves, and within which they are ableto, through their avatars (computer-basedrepresentations of themselves or alternativeselves), experience, manipulate, interactwith and/or create virtual objects and placesthat are graphically depicted in threedimensions. The objects and places within avirtual world may be modeled according tothose in the real world or may be fantasybased. Most current virtual worldapplications allow for multiple users andinclude facilities that enable users tocommunicate and interact with one anotherwithin the virtual environment” (Dalgarno etal, 2010, p. 270) SCU Interaction Island in Second Life
2012 1. EDU00414 Science and Technology Education 2: Curriculum and Pedagogy (3rd yr ECE/Primary) 2. EDU10132 Curriculum and Programming (4th yr Primary) 3. EDU00412 Human Society and its Environments Education II: Curriculum and Pedagogy (3rd yr ECE/Primary) 4. EDU10003 Learning Technologies (2nd yr ECE/Primary) 5. EDU00413 Science and Technology Education 1: Foundation (2nd yr ECE/Primary) 6. TCH10517 Early Childhood Principles and Practice (1st yr ECE) 7. EDU10713 Curriculum Assessment and New Media (Grad Dip Ed, BEd and Double Degrees/Secondary )Exploring Brownian Motion at the Exploratorium sim
EDU00413 Science and Technology Education 1: FoundationPlan – replicate the current real lifeproject in the virtual world.Act – I taught the design process inSecond Life. 16 pre-service teacherscreated a sustainable design project inSecond Life.Observe – The lecturer and I talked tothe pre-service teachers about theirexperiences. As part of the task the pre-service teachers created a design briefand reflected on their experience.Reflect – Jacka, L., Logan, M., & Ellis, A. (2011).Facilitating creativity in pre-service teachereducation courses through their engagement invirtual worlds. Paper presented at the iVERGConference 2011: Immersive technologies forlearning: Virtual implementation, real outcomes.Middlesbrough, UK.
EDU10003 Learning Technologies Plan – to offer the students the option to create a web based resource using virtual worlds. Act – a pre-service teacher who had previously worked in second life created a virtual world maths learning environment. Observe – I talked to the pre-service teacher about her experiences. As part of the task she presented her work to an audience in second life. She also write about her experience. Reflect – Jacka, L. and Booth, K. (full paper under review). Pre-service teachers designing virtual world learning environments. International Journal of Virtual and Personal Learning Environments.
EDU10713 Curriculum Assessment and New MediaPre-service teachers experienced second life throughparticipation and observation.Data - blog posts (n-96)• 8% - wouldn’t use VWs in their teaching and/or could see no place for it in education• 50% - were conflicted about the benefits and the barriers• 27% - would use it if it was available• 15% - would use in their teaching
Realisation – Student realisation of the potential of how VWs could be used in theirteaching,Replication – Students can describe how they might use the VW learning space andactivities to replicate and/or provide opportunities to replace traditional learningenvironments and activities, andReimagining – Students can describe VW learning environments and activities that gobeyond what is currently possible in traditional learning environments.
To investigate the extent to which the use of virtual worldteaching and learning environments support and promoteinnovative teaching practice in pre-service teacher education."Being introduced to VWs has allowed me toachieve success in my learning and transport thatengagement and enthusiasm over to the primarystudents I am now teaching. When I started mydegree the thought of understanding and usingVWs in my teaching practice never occurred tome. Now seeing the excitement from the studentsand enthusiasm from the teaching staff at XPrimary School and knowing that I am a driver of anew and innovative practices is very exciting.Introduction to this platform has been critical inshaping my pedagogy and fostering the courageto explore, make mistakes and learn alongside mypeers and students.” (Student quote)