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2. Virtual Classroom Tour - VCT
Virtual world
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3. N a m e o f P r o je c t :
E d u c a to r( s ) J e a n -P a u l M o ir a u d - T e a c h e r
S c hool Lycée La Martinière- Diderot Lyon (France). Design high school, fashion design, textile design,
Brief description of product design,
school context
S c ho o l We b Website http://www.lamartinierediderot.fr/
C o n t e n t /S u b j A virtual world in a classroom Collaboration and interaction in an interactive world
e c t Are a s
A g e /G r a d e 18 years - 22 years
le v e l
P r o je c t Collaboration, mobile technology, simulation, New 21 th century skills, interaction,
O b je c t iv e s
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4. P r o je c t
D e s c r ip t io n
T h e a d v e n t o f d ig it a l e n v ir o n m e n t s w it h in t h e le a r n in g
Brief description of the project and
s c h e m e f o r c e s t e a c h e r s t o d e v e lo p n e w s t r a t e g ie s . W e
the background.
a r e t a lk in g o f “ n e w s t r a t e g ie s ” b e c a u s e d ig it a l n e t w o r k s
What are the stated objectives and
c h a n g e o u r u n d e r s t a n d in g o f t im e a n d s p a c e le a r n in g 2 ;
learning outcomes? Is the learning
s o m e p e o p le c a ll t h is “ t h e d ila t io n o f t h e le a r n in g
activity long-term? Does it call on
s p a c e ” . It is n o w p o s s ib le t o le a r n h a p p e n in s id e a n d
students to plan their work and
o u t s id e t h e c la s s r o o m . H o w is it p o s s ib le f o r u s t o
assess their work over time?
m a in t a in a f o r m o f p e d a g o g ic a l c o n t in u it y w it h in t h is
Please add background
( b r a n d ) n e w le a r n in g e n v ir o n m e n t ?
information files if needed. S e e
ho w to e m b e d
T h e s t a t e d o b je c t iv e 3 is t o lin k p e o p le t h a n k s t o t h e
d o c u m e n t s in n o t e s .
v ir t u a l w o r ld a nd to d e v e lo p c o lla b o r a t iv e a nd
c o o p e r a t iv e p r a c t ic e s in a n in t e r a c t iv e e n v ir o n m e n t .
D e s ig n o f t h e
L e a r n in g
E n v ir o n m e n t
Examples of planning (e.g.
pedagogic approach, links to
resources used). Please highlight
creativity and innovative teaching
practices. Emphasize to
what extent the planning for M ylearning ressources My fist blog http://moiraudjp.wordpress.com/tag/monde-virtuel/
learning facilitates the
development of different My second blog http://tutvirt.blogspot.com/
dimensions of 21st century skills
e.g. knowledge building, use of My curation website
ICT for learning, problem-solving
and innovation, self-regulation,
collaboration and skilled
communication.
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5. E v id e n c e o f
L e a r n in g
S t u d e n t s c a n o r g a n iz e e n c o u n t e r s in t h e v ir t u a l w o r ld
Examples of products and t h a n k s t o A s s e m b liv e t e c h n o lo g y . S e c o n d L if e o r O p e n S im
outcomes created by the t e c h n o lo g ie s a r e a ls o o f t e n u s e d . A g o o d e x a m p le o f t h is
learners throughout the c a n b e fo u n d o n
project – including use of ICT. h t t p : //w w w . y o u t u b e . c o m /w a t c h ? v =q J 9 3 y f A v E 7 g
What sort of ICT is used and
how has it been used in the Thanks to a virtual world it’s possible to organize a meeting with people who are living all
project. over the world.
To what extent do students
use ICT in ways that support
knowledge building, T h is v ir t u a l w o r ld e n a b le s t u d e n t s t o s t u d y a t h o m e o r in
collaboration, or learning t h e c la s s r o o m . T h e c la s s r o o m a r e a is b u ild in g in t h e v ir t u a l
beyond the classroom? Does s p a c e . It ’ s p o s s ib le t o c o lla b o r a t e , t o in t e r a c t ju s t lik e in
ICT use enable new r e a l lif e . E v e r y s t u d e n t is r e p r e s e n t e d b y a n a v a t a r . T h is
knowledge- a v a t a r s p e a k s , m o v e s a n d a d d s s o c ia l a n d p r o f e s s io n a l
building/collaboration/learning g e s t u r e s . 5 It ’ s p o s s ib le t o w e a r 6 t h e a v a t a r a n d it ’ s v e r y
beyond the classroom im p o r t a n t in a s im u la t io n p r o c e s s .
opportunities that would not
have been possible without it? T h e v ir t u a l w o r ld m a k e s it p o s s ib le f o r u s t o o r g a n iz e a
Have digital tools been used in m e e t in g w it h p e o p le liv in g a ll o v e r t h e w o r ld .
imaginative and ground- It ’ s a ls o p o s s ib le to s im u la t e s e ve ra l p r o f e s s io n a l
breaking ways to support s it u a t io n s lik e in a s e r io u s g a m e . In t h is c a s e , t e a c h e r a n d
learning processes? s t u d e n t s c a n in t e r a c t in s t a n t ly a n d c h a n g e t h e s c e n a r io .
It ’ s p o s s ib le t o s im u la t e a lo t o f p r o f e s s io n n a l s it u a t io n s
Please add files, videos etc. lik e in a s e r io u s g a m e . In t h is c a s e t e a c h e r a n d s t u d e n t s
which documents clearly the c a n in t e r a c t im m e d ia t ly , c h a n g e t h e s c e n a r io .
learning process and
evidence of students’ learning
M y v id é o c h a n n e l -
h t t p : //w w w . y o u t u b e . c o m /u s e r /M r M o i r a u d ? f e a t u r e =m h e e
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6. K n o w le d g e
B u ild in g &
C r it ic a l T h in k in g
Examples of how the learning In a c la s s ic v ir t u a l w o r ld s t u d e n t s :
activities require students to
move beyond reproducing L e a r n b e c a u s e t h e y c a n s p e a k a n d lis t e n t o s p e c ia lis t s .
what they have learned to
building knowledge through In a c o m p le x w o r ld , s t u d e n t s c a n in t e r a c t w it h o t h e r s
interpretation, analysis, s t u d e n t s a n d m o v e 7 w h a t t h e y a r e le a r n e d in a c o m p le x
synthesis, or evaluation. s c e n a r io . T h e y m o v e k n o w le d g e in d y n a m ic a c t iv it ie s w it h
o the rs .
E xte nd e d
L e a r n in g
B e yo n d th e
C la s s r o o m
If the learning experience is
not bound by classroom walls,
time-frame of conventional
lessons, subject parameters –
please show examples of this. M y s t u d e n t s w o rk a fte r 8 .0 0 p m fr o m h o m e w he n a
p r o f e s s io n a l d e s ig n e r c o m e s in t o t h e v ir t u a l w o r ld . 9
If the project addresses real M y b l o g h t t p : //t u t v i r t . b l o g s p o t . c o m
world issues (i.e. authentic
situation and data from h t t p : //m o i r a u d j p . w o r d p r e s s . c o m
outside the classroom) or
has meaningful impact on C u r a t i o n h t t p : //w w w . s c o o p . i t /t /l e s - m o n d e s - v i r t u e l s - e n - p e d a g o g i e
communities locally and / or
globally please show
examples of this.
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7. C o lla b o r a t io n
Examples of how the students
work with other people, sharing
responsibility while making
substantive decisions for
developing a joint product, a S t u d e n t s c a n w o r k s in a s im u la t io n v ir t u a l w o r ld . T h e y
design, or an answer to a in t e r a c t , t h e y c a n a n s w e r t o a c o m p le x q u e s t io n b e c a u s e
complex question. Students t h e y c r e a t e t h e s c e n a r io in a r e a l t im e . T h e y c a n le a r n in t h e
may be collaborating with their c la s s r o o m o r a t h o m e .
peers in the classroom, or with
students or adults outside the
classroom
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