SPARC - Salford Postgraduate Annual Research Conference<br />10 & 11 June 2010<br />Online Tutorial Setting– Creating oppo...
Broad research objective<br />Knowledge Building in Virtual Environments – Influence of Interpersonal Relationships<br />f...
Why virtual environments…<br />In a Virtual World people seem to…<br />feel more: confident, participative, creative, and ...
Research methodology…<br />observing (in-world) teachers and learners in a formal, informal and natural context of learnin...
The pilot study<br />We seek to learn:<br />How students engage with Web 2.0 tools?<br />How students engage with a virtua...
Blended Learning I<br />“learning which combines online and face to face approaches”*<br />6<br /><ul><li>Heinze & Procter...
Support for Pedagogy<br />immersive (walk through contents and information / learn by living)<br />3D representation of “m...
Are you a digital native or a digital immigrant?<br />8<br />Blended Learning II<br />
Blended Learning III<br />9<br />Salmon, G., (2000) E-Moderating: The key to Teaching and Learning online. Kogan Page Limi...
Preliminary observations…<br />Mature students showing higher level of participation<br />33% attendance in latest online ...
Initial Reflections<br />The contrast of behaviour between day and night students is a function of<br />Maturity<br />Leve...
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Online Tutorial Setting – Creating opportunities for knowledge sharing

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We intend to present a study that is being developed with part-time students from higher education on approaches to increase the collaborative work between students, and to enhance their research skills. The methodology we are evaluating is designed around features of web 2.0 (particularly Diigo and Second Life) which offer some benefits for deeper collaboration. The target group are students from the 1st year of an Education and Multimedia Communication Course. One group of students are in full-time education (undergraduates) and a second group are mature students in part-time education. Both groups are engaged on an identical course.
The method begins with the teacher setting the class a challenge. Students are then invited to research the question and post whatever links/documents they consider relevant using a Diigo group, and comment on what they find (using the share and comment capabilities). The task for students is to write an article about the topic based on their research, readings and discussions. To facilitate the development of a shared understanding the students post information and participate in virtual on-line meetings (Second Life). The use of web2.0 technologies allows students to participate in richer interactions at times that are more convenient to their work/study patterns. This paper will discuss preliminary finding from this project and analyse its use in similar educational contexts.
Ana Loureiro, David Wood & Teresa Bettencourt

Published in: Education
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Online Tutorial Setting – Creating opportunities for knowledge sharing

  1. 1. SPARC - Salford Postgraduate Annual Research Conference<br />10 & 11 June 2010<br />Online Tutorial Setting– Creating opportunities for knowledge sharing <br />Loureiro, Ana (accloureiro@gmail.com) | CIDTFF – University of Aveiro | Polytechnics Institute of Santarém<br />Wood, David (davidwood2009@gmail.com)Bettencourt, Teresa (tbett@ua.pt) | CIDTFF – University of Aveiro <br />
  2. 2. Broad research objective<br />Knowledge Building in Virtual Environments – Influence of Interpersonal Relationships<br />focused on learning relationships that are established in real life and then flow into a virtual environment and then flow back into real life again<br />Establish whether this flow is complementary<br />Develop best practices for immersive education<br />Enhance blended learning (Tertiary) <br />2<br />Broad research objective<br />
  3. 3. Why virtual environments…<br />In a Virtual World people seem to…<br />feel more: confident, participative, creative, and responsive<br />attend training sessions because they want to learn (engage with content) <br />naturally learn (natural learning/self directed learning)<br />Principles of social constructivism and connectivism apply<br />3<br />
  4. 4. Research methodology…<br />observing (in-world) teachers and learners in a formal, informal and natural context of learning<br />Portugese student base<br />qualitative study, with exploratory characteristics<br />data collection <br />questionnaires, observation, chats logs, interviews<br />data analysis <br />categorisation, content/context analysis, quantitative representation<br />4<br />
  5. 5. The pilot study<br />We seek to learn:<br />How students engage with Web 2.0 tools?<br />How students engage with a virtual environment?<br />Whether the tools show improvement in collaboration?<br />How well the tools promote knowledge building<br />Ongoing work. Pilot ends 30 June 2010.<br />Main study starts September 2010.<br />5<br />
  6. 6. Blended Learning I<br />“learning which combines online and face to face approaches”*<br />6<br /><ul><li>Heinze & Procter (2004) Reflections On The Use Of Blended Learning</li></ul>Education in a Changing Environment 13th-14th September 2004Conference Proceedings<br />Classroom<br />(Formal teaching and practical work)<br />Second Life<br />(discussion & knowledge building)<br />Diigo<br />(information sharing)<br />
  7. 7. Support for Pedagogy<br />immersive (walk through contents and information / learn by living)<br />3D representation of “myself” – avatar (learn subject matter in 1st person, which is experiential, nonsymbolic, interactive and multisensorial)<br />communication, cooperation, interaction, information sharing in real time<br />social network / community of practice (Wenger, 2008)<br />7<br />Second Life <br />Diigo<br />Bookmarking (referencing)<br />Commenting (opinions, analysis, feedback)<br />Information sharing (collaboration, building common ground)<br />Brainstorming<br />Student directed activity<br />
  8. 8. Are you a digital native or a digital immigrant?<br />8<br />Blended Learning II<br />
  9. 9. Blended Learning III<br />9<br />Salmon, G., (2000) E-Moderating: The key to Teaching and Learning online. Kogan Page Limited: London<br />
  10. 10. Preliminary observations…<br />Mature students showing higher level of participation<br />33% attendance in latest online meeting<br />(no participation from day class)<br />Students posting 2x more information than the teacher<br />Quality of information posted is high (relevant)<br />Posts are moderated<br />The tools support the work patterns of the mature students in particular<br />10<br />
  11. 11. Initial Reflections<br />The contrast of behaviour between day and night students is a function of<br />Maturity<br />Level of independence as learners<br />Intrinsic motivation<br />Motivation needs further evaluation<br />Where free will is involved<br />11<br />

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