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maximising collaboration in a tutorial setting Loureiro, Ana (accloureiro@gmail.com) | CIDTFF – University of Aveiro | Pol...
Contextualization <ul><li>Doctoral Program in Multimedia in Education at the University of Aveiro </li></ul><ul><li>Resear...
Why virtual environments… <ul><li>Students seem to… </li></ul><ul><ul><li>feel more confident, more open, more participati...
Why the study… tltc  > maximising collaboration in a tutorial setting loureiro, bettencourt, wood & santos | april’2010 <u...
Why the study… tltc  > maximising collaboration in a tutorial setting loureiro, bettencourt, wood & santos | april’2010 <u...
Research goals… tltc  > maximising collaboration in a tutorial setting loureiro, bettencourt, wood & santos | april’2010 <...
Research methodology… tltc  > maximising collaboration in a tutorial setting loureiro, bettencourt, wood & santos | april’...
Research methodology… tltc  > maximising collaboration in a tutorial setting loureiro, bettencourt, wood & santos | april’...
Research expected results… tltc  > maximising collaboration in a tutorial setting loureiro, bettencourt, wood & santos | a...
The pilot study tltc  > maximising collaboration in a tutorial setting loureiro, bettencourt, wood & santos | april’2010 <...
Second Life Features tltc  > maximising collaboration in a tutorial setting loureiro, bettencourt, wood & santos | april’2...
Blended Learning Classroom (Formal teaching and practical work) Diigo (information sharing) Second Life (discussion & know...
Preliminary observations… tltc  > maximising collaboration in a tutorial setting loureiro, bettencourt, wood & santos | ap...
Initial Reflections <ul><li>Motivation in a voluntary activity needs further evaluation </li></ul><ul><li>The contrast of ...
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maximising collaboration in a tutorial setting

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TLTC2010 - teaching and learning with technology conference (virtual presentation at Second Life), University of North Carolina.
15 April 2010.
Ana Loureiro, David Wood & Teresa Bettencourt

Published in: Education, Technology
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maximising collaboration in a tutorial setting

  1. 1. maximising collaboration in a tutorial setting Loureiro, Ana (accloureiro@gmail.com) | CIDTFF – University of Aveiro | Polytechnics Institute of Santarém Bettencourt, Teresa (tbett@ua.pt) | CIDTFF – University of Aveiro Wood, David (davidwood2009@googlemail.com) Santos, Ana (apamsellem@hotmail.com) | Polytechnics Institute of Viseu
  2. 2. Contextualization <ul><li>Doctoral Program in Multimedia in Education at the University of Aveiro </li></ul><ul><li>Research </li></ul><ul><li>Knowledge Building in Virtual Environments – Influence of Interpersonal Relationships </li></ul><ul><li>Conducted in Second Life ® (SL®) and with the support of other Web 2.0 </li></ul>tltc > maximising collaboration in a tutorial setting loureiro, bettencourt, wood & santos | april’2010
  3. 3. Why virtual environments… <ul><li>Students seem to… </li></ul><ul><ul><li>feel more confident, more open, more participative, more creative, and more responsive </li></ul></ul><ul><ul><li>attend training sessions because they want to learn (engage with content) </li></ul></ul>tltc > maximising collaboration in a tutorial setting loureiro, bettencourt, wood & santos | april’2010
  4. 4. Why the study… tltc > maximising collaboration in a tutorial setting loureiro, bettencourt, wood & santos | april’2010 <ul><li>research emerged from the need of observe some of the variables already identified (Bettencourt, 2009) and that are related with: </li></ul><ul><li>persons and their motivations (engaging and compelling factors) </li></ul><ul><li>relationships that are established between avatars and persons (real life relationships) </li></ul><ul><li>social integration in SL (sense of community belonging) </li></ul>
  5. 5. Why the study… tltc > maximising collaboration in a tutorial setting loureiro, bettencourt, wood & santos | april’2010 <ul><li>the three main areas are related and can’t be observed independently since they all are interconnected and influence one another </li></ul><ul><li>our research concerns are more 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 </li></ul><ul><li>establish whether this flow is complementary </li></ul>
  6. 6. Research goals… tltc > maximising collaboration in a tutorial setting loureiro, bettencourt, wood & santos | april’2010 <ul><li>understand in which way the interpersonal knowledge in real life can combine with the personal development/grow in virtual worlds – in particular Second Life®, and in this way achieve insights to a better understanding of the way knowledge is built in virtual worlds optimizing is use and then transfer it to real life contexts of learning – with an impact in the traditional classrooms; </li></ul><ul><li>analyse the several contexts of users logging in and identify the reasons for them to stay, how they grow, what they experience in Second Life®. </li></ul>
  7. 7. Research methodology… tltc > maximising collaboration in a tutorial setting loureiro, bettencourt, wood & santos | april’2010 <ul><li>observing in world teachers and learners in a formal context of learning and in an informal – or natural - context of learning </li></ul><ul><ul><li>these teachers and learners represent our research sample – picked up among the Portuguese universities and polytechnics population </li></ul></ul><ul><li>intentional sample, non probabilistic type </li></ul><ul><li>qualitative study with exploratory characteristics </li></ul>
  8. 8. Research methodology… tltc > maximising collaboration in a tutorial setting loureiro, bettencourt, wood & santos | april’2010 <ul><li>researcher > participant observer </li></ul><ul><li>data collecting > questionnaires, observation records, electronic records (log chats), interviews (if needed) </li></ul><ul><li>data analysis > quantitative analysis over qualitative data, content analysis </li></ul><ul><li>“ We research by living” - Bettencourt, 2009 </li></ul>
  9. 9. Research expected results… tltc > maximising collaboration in a tutorial setting loureiro, bettencourt, wood & santos | april’2010 <ul><li>achieve a better knowledge about immersive learning and in that order develop best practices / best teaching and learning strategies to use in virtual worlds </li></ul><ul><li>transfer that knowledge to real life learning contexts and in this way provide best approaches for teaching and learning in a higher level </li></ul>
  10. 10. The pilot study tltc > maximising collaboration in a tutorial setting loureiro, bettencourt, wood & santos | april’2010 <ul><li>We seek to learn: </li></ul><ul><ul><li>How students engage with Web 2.0 tools? </li></ul></ul><ul><ul><li>How students engage with a virtual environment? </li></ul></ul><ul><ul><li>Whether the tools show improvement in collaboration? </li></ul></ul><ul><ul><li>How well the tools promote knowledge building </li></ul></ul>
  11. 11. Second Life Features tltc > maximising collaboration in a tutorial setting loureiro, bettencourt, wood & santos | april’2010 <ul><li>real life simulator </li></ul><ul><li>safe and controlled environment </li></ul><ul><li>immersive (walk through contents and information / learn by living) </li></ul><ul><li>3D representation of “myself” – avatar (learn subject matter in 1st person, which is experiential, nonsymbolic, interactive and multisensorial) </li></ul><ul><li>communication, cooperation, interaction, information sharing in real time </li></ul><ul><li>social network / community of practice (Wenger, 2008) </li></ul>
  12. 12. Blended Learning Classroom (Formal teaching and practical work) Diigo (information sharing) Second Life (discussion & knowledge building)
  13. 13. Preliminary observations… tltc > maximising collaboration in a tutorial setting loureiro, bettencourt, wood & santos | april’2010 <ul><li>Mature students showing higher level of participation </li></ul><ul><li>Students posting 2x more information than the teacher </li></ul><ul><li>Quality of information posted is high (relevant) </li></ul><ul><li>The tools support the work patterns of the mature students in particular </li></ul>
  14. 14. Initial Reflections <ul><li>Motivation in a voluntary activity needs further evaluation </li></ul><ul><li>The contrast of behaviour between day and night students is a function of </li></ul><ul><ul><li>Maturity </li></ul></ul><ul><ul><li>Level of independence as learners </li></ul></ul><ul><ul><li>Intrinsic motivation </li></ul></ul>tltc > maximising collaboration in a tutorial setting loureiro, bettencourt, wood & santos | april’2010
  15. 15. Virtual Tutorial

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