The document introduces Sloodle, a tool that integrates virtual learning environments like Moodle with 3D virtual worlds like Second Life. It describes how Sloodle allows teachers to create interactive lessons in Second Life, assign tasks to students, evaluate their work, and provide a controlled learning experience through the integration with Moodle. An example scenario is given of a teacher using Sloodle to engage a reluctant student in physics lessons delivered across Second Life and Moodle.
This document discusses SLOODLE, an open source project that integrates learning management features from Moodle with interactive 3D environments like Second Life. SLOODLE allows activities like lectures, assignments and quizzes to span both Moodle and virtual worlds. The author explains how SLOODLE works and provides examples of how teachers could use it to engage students accustomed to gaming and virtual worlds in new styles of online education. Specific SLOODLE tools are described that link the two platforms, like allowing students to submit assignments or take quizzes within Second Life.
1. The document discusses Sloodle, which integrates learning management features from platforms like Moodle with 3D virtual environments like Second Life.
2. It describes the story of a student, Andrew, who is uninterested in traditional textbooks but spends time online gaming. His physics teacher Charles creates a Sloodle course to engage students like Andrew.
3. Andrew enrolls in Charles' Sloodle course through Moodle, downloads Second Life, and learns to navigate the virtual world. Sloodle allows Charles to assign tasks, provide quizzes, and give presentations to students in Second Life.
This document summarizes a presentation given by Elisa Rubino on Sloodle, an open source project that integrates learning management features from Moodle with interactive 3D virtual environments like Second Life. Sloodle allows activities like presentations, quizzes and assignments to bridge between the virtual world and a Moodle course site. The document describes how objects like the registration booth, presenter and quiz chair function. It provides an example scenario of a student named Andrew using Sloodle through his Moodle physics course to attend virtual lessons and complete assignments in Second Life. In 3 sentences or less.
This document outlines a presentation on using new technologies in the classroom given by Rocío Fernández of the Catholic University. The presentation includes an overview of the university's teacher training programs and focus on digital competencies, followed by a workshop using the Edilim authoring tool to create an interactive digital tale. Students then complete a questionnaire and debate on integrating technology into learning.
This document provides an overview of e-learning and compares two e-learning platforms, Moodle and Second Life. It discusses prominent e-learning experts Betty Collis and Marc Prensky. It also explores the emerging technology of gesture-based computing and its potential benefits for education.
This document outlines the objectives and premises of a course on web-learning from 2013. The main objectives are to expose participants to knowledge about ICT and new learning methods based on the ubiquitous worldwide web, called web-learning. Another objective is to give students hands-on experience with web 2.0/3.0 tools and practices of web-learning through web technologies. Throughout the course, students will work on globally-based projects that leverage ICT to positively impact diverse learning communities. The course will be achieved through discussing readings and giving students experience with web tools, international web-learning practices, and a critical analysis of what students are exposed to in their web usage.
The document discusses a course on web-learning from May 15-17, 2012 in Rome, Italy. The objectives of the course are to expose students to knowledge about uses of information and communication technologies globally, with a focus on new web-based learning methods. Students will also gain hands-on experience with web 2.0 tools and work on globally-based projects that leverage technology to enhance diverse learning communities. Throughout the weeklong course, topics will include the basics of the World Wide Web and web-learning 2.0 tools to facilitate flexible and effective learning.
This document provides information about the Eurodidaweb 2012 summer course from September 10-14, 2012. The course objectives are to expose participants to knowledge and competencies regarding uses of information and communication technologies globally, with a focus on new web-based learning methods. The course also aims to provide hands-on experience with web 2.0/3.0 tools and practices of international web-based learning. Throughout the week, participants will work on globally-based projects using information technologies to benefit diverse learning communities. The document discusses how the objectives will be achieved through experiential learning styles and concludes by introducing some useful web-based learning tools.
This document discusses SLOODLE, an open source project that integrates learning management features from Moodle with interactive 3D environments like Second Life. SLOODLE allows activities like lectures, assignments and quizzes to span both Moodle and virtual worlds. The author explains how SLOODLE works and provides examples of how teachers could use it to engage students accustomed to gaming and virtual worlds in new styles of online education. Specific SLOODLE tools are described that link the two platforms, like allowing students to submit assignments or take quizzes within Second Life.
1. The document discusses Sloodle, which integrates learning management features from platforms like Moodle with 3D virtual environments like Second Life.
2. It describes the story of a student, Andrew, who is uninterested in traditional textbooks but spends time online gaming. His physics teacher Charles creates a Sloodle course to engage students like Andrew.
3. Andrew enrolls in Charles' Sloodle course through Moodle, downloads Second Life, and learns to navigate the virtual world. Sloodle allows Charles to assign tasks, provide quizzes, and give presentations to students in Second Life.
This document summarizes a presentation given by Elisa Rubino on Sloodle, an open source project that integrates learning management features from Moodle with interactive 3D virtual environments like Second Life. Sloodle allows activities like presentations, quizzes and assignments to bridge between the virtual world and a Moodle course site. The document describes how objects like the registration booth, presenter and quiz chair function. It provides an example scenario of a student named Andrew using Sloodle through his Moodle physics course to attend virtual lessons and complete assignments in Second Life. In 3 sentences or less.
This document outlines a presentation on using new technologies in the classroom given by Rocío Fernández of the Catholic University. The presentation includes an overview of the university's teacher training programs and focus on digital competencies, followed by a workshop using the Edilim authoring tool to create an interactive digital tale. Students then complete a questionnaire and debate on integrating technology into learning.
This document provides an overview of e-learning and compares two e-learning platforms, Moodle and Second Life. It discusses prominent e-learning experts Betty Collis and Marc Prensky. It also explores the emerging technology of gesture-based computing and its potential benefits for education.
This document outlines the objectives and premises of a course on web-learning from 2013. The main objectives are to expose participants to knowledge about ICT and new learning methods based on the ubiquitous worldwide web, called web-learning. Another objective is to give students hands-on experience with web 2.0/3.0 tools and practices of web-learning through web technologies. Throughout the course, students will work on globally-based projects that leverage ICT to positively impact diverse learning communities. The course will be achieved through discussing readings and giving students experience with web tools, international web-learning practices, and a critical analysis of what students are exposed to in their web usage.
The document discusses a course on web-learning from May 15-17, 2012 in Rome, Italy. The objectives of the course are to expose students to knowledge about uses of information and communication technologies globally, with a focus on new web-based learning methods. Students will also gain hands-on experience with web 2.0 tools and work on globally-based projects that leverage technology to enhance diverse learning communities. Throughout the weeklong course, topics will include the basics of the World Wide Web and web-learning 2.0 tools to facilitate flexible and effective learning.
This document provides information about the Eurodidaweb 2012 summer course from September 10-14, 2012. The course objectives are to expose participants to knowledge and competencies regarding uses of information and communication technologies globally, with a focus on new web-based learning methods. The course also aims to provide hands-on experience with web 2.0/3.0 tools and practices of international web-based learning. Throughout the week, participants will work on globally-based projects using information technologies to benefit diverse learning communities. The document discusses how the objectives will be achieved through experiential learning styles and concludes by introducing some useful web-based learning tools.
The document summarizes a course on web-based learning. The course objectives are to expose students to knowledge and competencies of using information and communication technologies for learning, focusing on web-based learning methods. It will give students hands-on experience with web 2.0 tools and working on internationally-based projects. The course will be achieved through readings, discussions, and experiential learning. It introduces useful web-based tools for bookmarks, presentations, references, contacts and calendars. It also discusses moving from web 2.0 to web 3.0 and tools like crowdsourcing, CMS systems and repositories.
The document outlines an upcoming course titled "Eurodidaweb 2012" being held from July 2-6, 2012. The course objectives are to expose students to knowledge about uses of information and communication technologies globally, with a focus on new web-based learning methods. It will also provide hands-on experience with web 2.0 tools and international practices of web-based learning. Throughout the week-long course, students will work on globally-focused projects using information technologies to benefit diverse learning communities.
This document outlines the objectives and approach of a course on web-based learning. The main objectives are to expose participants to knowledge and competencies around uses of information and communication technologies for learning globally. This will be done through discussing readings, hands-on experience with web tools, and analyzing student exposure to the web. The course will work on globally-based projects using technologies to positively impact diverse learning communities. The approach will involve experiential learning styles including concrete experience, reflective observation, abstract conceptualization, and active experimentation.
This document outlines the objectives and premises of a course on web-based learning. The main objectives are to expose participants to knowledge about using information and communication technologies for learning, with a focus on new methods using the ubiquitous worldwide web. The course also aims to provide hands-on experience with web 2.0/3.0 tools and analyzing how students use the web. The objectives will be achieved through globally-based projects that leverage technologies to positively impact diverse learning communities. The document then discusses learning styles and how the course content will be delivered using various social networks, tools, and online resources.
This document outlines the objectives and structure of a course on web-based learning. The course aims to expose participants to knowledge and competencies around using information and communication technologies for learning globally. It focuses on new learning methods based on the ubiquitous World Wide Web. The document discusses how the course objectives will be achieved through experiential learning, collaborative projects, and introducing web 2.0 tools to facilitate knowledge management and international practices of web-based learning. Students will work in groups on projects analyzing how information technologies can enhance learning communities.
The document discusses a course on moving from e-learning to web-learning. The objectives of the course are to expose participants to knowledge and competencies on uses of ICT globally, with a focus on new learning methods based on the ubiquitous worldwide web, called web-learning. Throughout the week-long course, participants will work on globally-based projects using information and communication technologies to positively impact diverse learning communities. The document provides an overview of how the course will be conducted and introduces some useful web tools for web-learning.
The document outlines the objectives and agenda of the Eurodidaweb 2013 course from March 18-22, 2012 in Rome, Italy. The objectives are to expose participants to knowledge and competencies on uses of ICT and new learning methods based on the worldwide web, called web-learning. Throughout the weeklong course, participants will work on globally-based projects using information and communication technologies to positively impact diverse learning communities. The course will be achieved through hands-on experience with web 2.0/3.0 tools, international practices of web-learning, and critical analysis of what students are exposed to in their nomadic web usage.
The document discusses active learning and provides examples of tools that can be used to facilitate active learning. It defines active learning as an approach where students take an active role in building their own understanding rather than passively receiving information from a lecturer. Some active learning tools mentioned include Big Blue Button for online collaboration, simulations to emulate real-life scenarios, and clickers/response systems for real-time feedback in lectures. Wikis, role playing, and virtual labs are also cited as ways to encourage active participation over passive listening.
This document provides an overview of the IMS Learning Design (IMS-LD) specification including:
- A brief history of IMS-LD and how it builds upon earlier e-learning standards like OUNL-EML
- An explanation of what IMS-LD is - a formal notation for describing learning designs in terms of roles, activities, and resources
- Examples of how IMS-LD can be used to represent learning designs using metaphors like plays, acts, roles, and environments
The document describes the objectives and premises of a course on web-based learning. The main objective is to expose students to knowledge about using information and communication technologies for learning, focusing on web-based methods. Another objective is to give students hands-on experience with web tools and international practices of web-learning. The course aims to achieve its objectives by having students participate in globally-based projects that leverage technologies to positively impact diverse learning communities.
This document provides an overview of a course called "Eurodidaweb 2012" about moving from e-learning to web-based learning. The objectives of the course are to expose participants to knowledge and competencies around uses of information and communication technologies globally, with a focus on new web-based learning methods. Throughout the week-long course, participants will work on globally-based projects using web technologies to positively impact diverse learning communities. The course will also provide hands-on experience with web 2.0/3.0 tools and practices of international web-based learning.
The document discusses how avatars in virtual worlds like Second Life can serve as students in online education. It describes how teachers and students can be represented by 3D avatars that interact and participate in learning activities. It also introduces Sloodle, a tool that integrates the virtual world of Second Life with learning management systems to add engagement and immersion to online education through structured learning activities and assessments in a 3D space.
Sloodle integrates the virtual environment of Second Life with the learning management system Moodle. This allows educational tools and content from Moodle to be used within Second Life's 3D virtual world. Some key features include discussion forums, quizzes, and drop boxes that span both platforms. Sloodle aims to enhance online education by providing an immersive virtual setting with the integrated functionalities of a learning management system.
This document discusses a course on moving from e-learning to web-learning. The objectives of the course are to expose participants to knowledge and competencies on uses of ICT globally, with a focus on new learning methods based on the ubiquitous worldwide web, called web-learning. Throughout the week-long course, participants will work on globally-based projects using ICT to positively impact diverse learning communities. The course will be achieved through hands-on experience with web 2.0/3.0 tools, international practices of web-learning, and critical analysis of what students are exposed to through the web.
The document provides information about a course titled "Eurodidaweb 2012" that focuses on web-learning. The course objectives are to expose students to knowledge and competencies of ICT uses globally, and new learning methods based on the web. It also aims to provide hands-on experience with web 2.0 tools and international practices of web-learning. Throughout the week, students will work on globally-based projects leveraging ICT to benefit diverse learning communities. The document discusses how the objectives will be achieved through experiential and reflective learning styles. It also introduces useful web 2.0 tools like LastPass, Xmarks, SlideShare, Citeulike, and Google Calendar to organize passwords, bookmarks
The document discusses the debate between virtual learning environments (VLEs) and personal learning environments (PLEs). It outlines some key differences between VLEs and PLEs, noting that VLEs provide more formal, accredited courses while PLEs support more informal learning. However, the boundaries between the two are blurring. The document advocates using VLEs as a "Trojan horse" to shift pedagogical practices towards more collaborative and reflective learning. It also compares the tools, learner perceptions and design challenges of formal courses in a VLE versus informal MOOCs.
The VLE vs. PLE debate document outlines a discussion on personal learning environments (PLEs) versus virtual learning environments (VLEs). It includes questions that were posed to experts in the field and short video responses from Stephen Downes, Gilly Salmon, and Joyce Seitzinger discussing their views. The experts discuss that while the VLE remains important for formal education, the PLE allows for more portability of learning and brings together both formal and informal learning experiences. However, many also note that VLEs are not completely dead as they still effectively serve institution-based education and have advantages like being centralized and secure.
This document announces a weekend workshop hosted by Brent International School Manila titled "Digital Dimensions: Explore Web 2.0 tools and digital media to support learning". The workshop will be presented by Julie Lindsay on September 15-16, 2012 and will explore using digital tools like blogs, wikis and social media to support teaching and learning. Participants will work in teams on a project and final presentation. The workshop aims to help educators integrate digital tools into their practice and develop digital assessments and project-based learning.
1) The document discusses how avatars in virtual worlds like Second Life can represent students in online and blended learning environments.
2) It describes some benefits of using 3D virtual worlds and avatars, like increased engagement and opportunities for role-playing learning interactions.
3) The document presents Sloodle, a project that integrates the virtual world Second Life with learning management systems like Moodle to enable online and blended learning activities within Second Life.
This document discusses teaching and learning in Second Life, a multi-user virtual environment. It provides context on what Second Life is and current educational uses. Potential positive outcomes of teaching in Second Life include learners finding it fun and engaging in a familiar video game-style environment. However, there are also challenges, such as a steep learning curve in navigating Second Life and the need for adequate system specifications and bandwidth. The appendix highlights the NMC Campus in Second Life as an exemplar educational resource that has hosted many seminars and discussions.
Learning with new technologies. The case of Second Lifeelena.pasquinelli
The document discusses the use of virtual and telepresence technologies in education. It notes that these technologies can enable new forms of learning through simulations and remote collaboration. However, it also raises ethical questions about their effects on teacher-student relationships and the need to distinguish real from virtual experiences. The document advocates for developing dedicated educational tools rather than using general virtual worlds like Second Life, with a focus on complementing rather than replacing teachers.
The document summarizes a course on web-based learning. The course objectives are to expose students to knowledge and competencies of using information and communication technologies for learning, focusing on web-based learning methods. It will give students hands-on experience with web 2.0 tools and working on internationally-based projects. The course will be achieved through readings, discussions, and experiential learning. It introduces useful web-based tools for bookmarks, presentations, references, contacts and calendars. It also discusses moving from web 2.0 to web 3.0 and tools like crowdsourcing, CMS systems and repositories.
The document outlines an upcoming course titled "Eurodidaweb 2012" being held from July 2-6, 2012. The course objectives are to expose students to knowledge about uses of information and communication technologies globally, with a focus on new web-based learning methods. It will also provide hands-on experience with web 2.0 tools and international practices of web-based learning. Throughout the week-long course, students will work on globally-focused projects using information technologies to benefit diverse learning communities.
This document outlines the objectives and approach of a course on web-based learning. The main objectives are to expose participants to knowledge and competencies around uses of information and communication technologies for learning globally. This will be done through discussing readings, hands-on experience with web tools, and analyzing student exposure to the web. The course will work on globally-based projects using technologies to positively impact diverse learning communities. The approach will involve experiential learning styles including concrete experience, reflective observation, abstract conceptualization, and active experimentation.
This document outlines the objectives and premises of a course on web-based learning. The main objectives are to expose participants to knowledge about using information and communication technologies for learning, with a focus on new methods using the ubiquitous worldwide web. The course also aims to provide hands-on experience with web 2.0/3.0 tools and analyzing how students use the web. The objectives will be achieved through globally-based projects that leverage technologies to positively impact diverse learning communities. The document then discusses learning styles and how the course content will be delivered using various social networks, tools, and online resources.
This document outlines the objectives and structure of a course on web-based learning. The course aims to expose participants to knowledge and competencies around using information and communication technologies for learning globally. It focuses on new learning methods based on the ubiquitous World Wide Web. The document discusses how the course objectives will be achieved through experiential learning, collaborative projects, and introducing web 2.0 tools to facilitate knowledge management and international practices of web-based learning. Students will work in groups on projects analyzing how information technologies can enhance learning communities.
The document discusses a course on moving from e-learning to web-learning. The objectives of the course are to expose participants to knowledge and competencies on uses of ICT globally, with a focus on new learning methods based on the ubiquitous worldwide web, called web-learning. Throughout the week-long course, participants will work on globally-based projects using information and communication technologies to positively impact diverse learning communities. The document provides an overview of how the course will be conducted and introduces some useful web tools for web-learning.
The document outlines the objectives and agenda of the Eurodidaweb 2013 course from March 18-22, 2012 in Rome, Italy. The objectives are to expose participants to knowledge and competencies on uses of ICT and new learning methods based on the worldwide web, called web-learning. Throughout the weeklong course, participants will work on globally-based projects using information and communication technologies to positively impact diverse learning communities. The course will be achieved through hands-on experience with web 2.0/3.0 tools, international practices of web-learning, and critical analysis of what students are exposed to in their nomadic web usage.
The document discusses active learning and provides examples of tools that can be used to facilitate active learning. It defines active learning as an approach where students take an active role in building their own understanding rather than passively receiving information from a lecturer. Some active learning tools mentioned include Big Blue Button for online collaboration, simulations to emulate real-life scenarios, and clickers/response systems for real-time feedback in lectures. Wikis, role playing, and virtual labs are also cited as ways to encourage active participation over passive listening.
This document provides an overview of the IMS Learning Design (IMS-LD) specification including:
- A brief history of IMS-LD and how it builds upon earlier e-learning standards like OUNL-EML
- An explanation of what IMS-LD is - a formal notation for describing learning designs in terms of roles, activities, and resources
- Examples of how IMS-LD can be used to represent learning designs using metaphors like plays, acts, roles, and environments
The document describes the objectives and premises of a course on web-based learning. The main objective is to expose students to knowledge about using information and communication technologies for learning, focusing on web-based methods. Another objective is to give students hands-on experience with web tools and international practices of web-learning. The course aims to achieve its objectives by having students participate in globally-based projects that leverage technologies to positively impact diverse learning communities.
This document provides an overview of a course called "Eurodidaweb 2012" about moving from e-learning to web-based learning. The objectives of the course are to expose participants to knowledge and competencies around uses of information and communication technologies globally, with a focus on new web-based learning methods. Throughout the week-long course, participants will work on globally-based projects using web technologies to positively impact diverse learning communities. The course will also provide hands-on experience with web 2.0/3.0 tools and practices of international web-based learning.
The document discusses how avatars in virtual worlds like Second Life can serve as students in online education. It describes how teachers and students can be represented by 3D avatars that interact and participate in learning activities. It also introduces Sloodle, a tool that integrates the virtual world of Second Life with learning management systems to add engagement and immersion to online education through structured learning activities and assessments in a 3D space.
Sloodle integrates the virtual environment of Second Life with the learning management system Moodle. This allows educational tools and content from Moodle to be used within Second Life's 3D virtual world. Some key features include discussion forums, quizzes, and drop boxes that span both platforms. Sloodle aims to enhance online education by providing an immersive virtual setting with the integrated functionalities of a learning management system.
This document discusses a course on moving from e-learning to web-learning. The objectives of the course are to expose participants to knowledge and competencies on uses of ICT globally, with a focus on new learning methods based on the ubiquitous worldwide web, called web-learning. Throughout the week-long course, participants will work on globally-based projects using ICT to positively impact diverse learning communities. The course will be achieved through hands-on experience with web 2.0/3.0 tools, international practices of web-learning, and critical analysis of what students are exposed to through the web.
The document provides information about a course titled "Eurodidaweb 2012" that focuses on web-learning. The course objectives are to expose students to knowledge and competencies of ICT uses globally, and new learning methods based on the web. It also aims to provide hands-on experience with web 2.0 tools and international practices of web-learning. Throughout the week, students will work on globally-based projects leveraging ICT to benefit diverse learning communities. The document discusses how the objectives will be achieved through experiential and reflective learning styles. It also introduces useful web 2.0 tools like LastPass, Xmarks, SlideShare, Citeulike, and Google Calendar to organize passwords, bookmarks
The document discusses the debate between virtual learning environments (VLEs) and personal learning environments (PLEs). It outlines some key differences between VLEs and PLEs, noting that VLEs provide more formal, accredited courses while PLEs support more informal learning. However, the boundaries between the two are blurring. The document advocates using VLEs as a "Trojan horse" to shift pedagogical practices towards more collaborative and reflective learning. It also compares the tools, learner perceptions and design challenges of formal courses in a VLE versus informal MOOCs.
The VLE vs. PLE debate document outlines a discussion on personal learning environments (PLEs) versus virtual learning environments (VLEs). It includes questions that were posed to experts in the field and short video responses from Stephen Downes, Gilly Salmon, and Joyce Seitzinger discussing their views. The experts discuss that while the VLE remains important for formal education, the PLE allows for more portability of learning and brings together both formal and informal learning experiences. However, many also note that VLEs are not completely dead as they still effectively serve institution-based education and have advantages like being centralized and secure.
This document announces a weekend workshop hosted by Brent International School Manila titled "Digital Dimensions: Explore Web 2.0 tools and digital media to support learning". The workshop will be presented by Julie Lindsay on September 15-16, 2012 and will explore using digital tools like blogs, wikis and social media to support teaching and learning. Participants will work in teams on a project and final presentation. The workshop aims to help educators integrate digital tools into their practice and develop digital assessments and project-based learning.
1) The document discusses how avatars in virtual worlds like Second Life can represent students in online and blended learning environments.
2) It describes some benefits of using 3D virtual worlds and avatars, like increased engagement and opportunities for role-playing learning interactions.
3) The document presents Sloodle, a project that integrates the virtual world Second Life with learning management systems like Moodle to enable online and blended learning activities within Second Life.
This document discusses teaching and learning in Second Life, a multi-user virtual environment. It provides context on what Second Life is and current educational uses. Potential positive outcomes of teaching in Second Life include learners finding it fun and engaging in a familiar video game-style environment. However, there are also challenges, such as a steep learning curve in navigating Second Life and the need for adequate system specifications and bandwidth. The appendix highlights the NMC Campus in Second Life as an exemplar educational resource that has hosted many seminars and discussions.
Learning with new technologies. The case of Second Lifeelena.pasquinelli
The document discusses the use of virtual and telepresence technologies in education. It notes that these technologies can enable new forms of learning through simulations and remote collaboration. However, it also raises ethical questions about their effects on teacher-student relationships and the need to distinguish real from virtual experiences. The document advocates for developing dedicated educational tools rather than using general virtual worlds like Second Life, with a focus on complementing rather than replacing teachers.
Virtually where? Are 3-D virtual worlds such as Second Life having an impact ...Eduserv Foundation
This document discusses the potential for using virtual worlds like Second Life in education. It outlines some issues to consider, such as technical difficulties, identity issues, and the fact that virtual worlds may not appeal to all students. It also discusses platforms for virtual learning like Sloodle, current uses in UK higher education and further education, and alternatives to Second Life like OpenSim and Twinity. In conclusion, while Second Life remains popular, competition from other virtual worlds is growing, but most educational institutions are not yet experimenting widely with alternatives due to costs and other factors.
Second Life is a 3D virtual world platform that allows users to interact through avatars. Users can explore the virtual world, socialize, and build and trade virtual objects and property. The platform can be used for both educational and recreational purposes. Educators use it for collaborative projects, simulations, field trips and classes. While it provides opportunities, Second Life also presents challenges like maintaining safe environments, addressing technical issues, and preventing discrimination. Resources are available to help educators effectively integrate the platform into teaching and learning.
This document provides information about using the virtual world Second Life to teach English as a second language. It includes two sections, one for teacher notes and one for student notes. The teacher notes section outlines a 3 day lesson plan where students learn about Second Life, complete a tutorial, and then participate in teacher-led and student-led tours of locations within Second Life. It provides objectives, schedules, tips, and evaluation methods. The student notes section gives information for students on their assignment, which is to find locations of interest, give a tour of one, and participate in discussions. It includes guidance on using Second Life and resources for language skills practice.
Re Live Paper Addison And OharefinalversionAddison4
This is the Paper that accompanied the slides on "How Can Massive Multi-user Virtual Environments and Virtual Role Play Enhance Traditional Teaching Practice". This was some of my earliest work.
C:\Fakepath\Treasures And Traps Of This Open Learning WorldDennis McKoy
The document discusses the concept of an "open world" of learning using a WE-ALL-LEARN framework. It outlines four tactics used to demonstrate an open world of learning, including stories, facts and references, web links, and a WE-ALL-LEARN model. Ten educational opportunities enabled by technologies are discussed. The document also addresses issues like the digital divide, ensuring quality, and addressing challenges in an open world.
Treasures and traps of this open learning worldDennis McKoy
The document discusses the concept of an "open world" of learning using a WE-ALL-LEARN framework. It outlines four tactics used to demonstrate an open world of learning, including stories, facts/figures, web links, and a WE-ALL-LEARN model. Ten educational opportunities enabled by technologies are discussed. The framework addresses availability of tools/infrastructure, educational content/resources, and a participatory learning culture.
Treasures And Traps Of This Open Learning WorldDennis McKoy
The document discusses the concept of an "open world" of learning using a WE-ALL-LEARN framework. It outlines four tactics used to demonstrate an open world of learning, including stories, facts/figures, web links, and a WE-ALL-LEARN model. Ten educational opportunities enabled by technologies are discussed. The availability of open tools/infrastructure, content/resources, and a participatory culture are key aspects. Problems, opportunities, and implications of this open world are also addressed.
Treasures And Traps Of This Open Learning WorldDennis McKoy
The document discusses the concept of an "open world" of learning using a WE-ALL-LEARN framework. It outlines four tactics used to demonstrate an open world of learning, including stories, facts and references, web links, and a WE-ALL-LEARN model. Ten educational opportunities enabled by web technologies are also discussed. The document then covers issues, opportunities, and implications of an open world for various stakeholders in education.
An implementation of virtual worlds platform for educators in Second Life is summarized in 3 sentences:
The platform brings together educators from different universities in Turkey to share experiences and improve skills regarding pedagogy and virtual worlds through weekly academic meetings on the Infolit iSchool island in Second Life. Educators participate in presentations, open forums, and brainstorming to discuss using virtual worlds for education. The goal is to create a community for educators to learn from each other and find solutions for challenges of implementing virtual worlds.
This document discusses the importance of integrating multimedia and emerging technologies into classroom instruction. It argues that literacy is constantly changing with new technologies, and students need to learn skills like evaluating online sources and using technologies like Google Docs. Research shows teaching these "new literacies" can help close the achievement gap for low-income students. The document provides examples of technologies that can be used in the classroom, from websites to presentation tools, and emphasizes teaching new literacy skills through a gradual integration of technologies.
The document summarizes a presentation on teachers' perspectives on using the virtual world Second Life for education. It discusses how Second Life is being used by over 500 educational institutions for subjects like language learning, sciences, design, and healthcare. It also outlines some of the challenges teachers face in using Second Life, such as the learning curve, technical issues, and lack of support. Teachers generally found that students enjoyed the interactive experience, but they would do more training and preparation if using Second Life again.
This document discusses exploring Second Life as an instructional tool. It provides an overview of virtual worlds and Second Life, describes how the author had students explore Second Life for educational purposes, and discusses potential uses and problems of using Second Life for teaching and learning.
The story of how Digital Cultures helped introduce Moodle within a WebCT shop at the University of Sydney.
NOTE: Eight full screen slides of this presentation are followed by the same slides with notes on the talk.
These slides are for a lightening talk at the Open Education Workshop Nov 21, 2008 at Macquarie University's Graduate School of Management organised by ASKOSS http://opened.notlong.com
Qi bl 2014 wienerneustadt quantitative and qualitative criteria 0.9Stefano Lariccia
Interactive evaluation of learning activities is a bidirectional process between the learner and teacher. Traditionally, evaluation in blended learning occurs through tests, quizzes, and assignments within the learning platform and a final in-person exam. However, evaluation of skills is easier than evaluating new abilities or creative skills. Language analysis tools could help evaluate abilities like developing ideas, using a language creatively, or composing music or writing. The development of the semantic web may change how blended learning is structured by uniquely identifying learners and more closely monitoring their online activities. However, this also raises privacy concerns that will need to be addressed.
Rethinking digital literacies: a sociomaterial analysis of students use of te...Martin Oliver
This document summarizes a study that used sociomaterial analysis to examine students' use of technology. The researchers conducted surveys, focus groups, and multimodal journaling with students to understand their digital practices. Three orientations towards technology emerged: curation, where students carefully organized digital resources; combat, where students reluctantly adopted technologies due to social pressures; and coping, involving pragmatic workarounds used in resource-constrained environments. The study challenges notions of digital literacy as a set of skills and instead frames it as situated socio-technical practices that are distributed across humans and technology.
This document discusses exploiting three-dimensional (3D) virtual worlds for language learning. It notes that over 200 universities and academic institutions were using Second Life for education by 2007, with language learning being a prominent activity. The study aims to understand how social and cultural aspects of teaching English as a second/foreign language (ESL/EFL) are realized in 3D virtual worlds. It will also examine how tutors perceive and adapt their teaching methods and course content for such virtual environments. Through qualitative research including observations in Second Life, the study analyzes data from 5 online ESL/EFL teachers to understand results.
The document discusses the objectives and premises of an online course on web-learning. The main objectives are to expose students to knowledge about uses of information and communication technologies globally, and new learning methods using the web. It aims to give students hands-on experience with web tools and international practices of web-based learning. The course will achieve its objectives by having students engage with readings and globally-based projects that leverage web technologies to positively impact diverse learning communities.
Second Life is a 3D virtual world where users create avatars and interact in a simulated environment. It has several potential educational uses including fostering collaborative learning communities, facilitating identity formation through avatar representation, and providing an immersive experience for situated learning. Effective educational uses of Second Life require constructivist pedagogical approaches and consideration of both synchronous and asynchronous participation. It is best used as a supplement rather than replacement for traditional classroom methods.
Working in electronics laboratory in Gastaldi-Abba GE (IT) Comenius v1Elisa Rubino
The students of the Institute IIS ""Gastaldi-Abba" electronics department present their laboratories and a simp0le workshop to the students of Romania and Hungary visiting our city _march 27, 2012
Scienza on the road_Complementi a "Piegare la luce" Premi Nobel per la fisica...Elisa Rubino
Complementi alla lezione in SecondLife "Piegare la luce" dopo l'assegnazioen del premio Nobel pe rla fisica al prof. kao pe rle sue scoperte in seguiro alle quali si è ottenuta un apurezza nelle F.O. tale da permetetrne la propagazione el'uso nelel TLC.
Scienza on the road_Piegare la luce _Fibre ottiche in SLElisa Rubino
Lezione sperimentale sulle fibre ottiche in SecondLife
Progetto "Scienza on the road" didivulgazione della scienza e delaldidattica speriemnbtale neimondi virtuali. Anno 2009/2010 in SecondLife.
blog di riferimento
http://scienzaontheroad.blogspot.com/
Sloodle at MPTL14 2009 in UDINE (IT) Multi Media Physics Teaching and LearningElisa Rubino
Sloodle is an open source project that integrates the virtual world of Second Life with the learning management system Moodle. It provides educational tools within Second Life like registration booths, presentation areas, quizzes and ways to link activities to courses on Moodle. Teachers can build virtual classrooms, assign work, track student activities and bring online learning into an immersive 3D environment. The presentation provided instructions on downloading Sloodle, configuring it and using the tools to support teaching and student learning across the virtual and physical worlds.
Come realizzare un video in Secondlfe, come crearlo , modificarlo e pubblicarlo sul web?
Uso di sw di cattura video FRAPS e di creating/ editing video con WMM.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
1. My name is Elisa Rubino, graduated in physics at the University of Genoa and actually I’m Professor in electronics and telecommunication in High school, in an ITIS, Industrial technical institute of Genoa, Italy. I’m here today to tell you about Sloodle and to make you know it and to diffuse it like tool bridge between the virtual platforms of learning management system LMS and virtual environment. I have been dedicating myself for more than two years to explore the potentialities of the virtual environment of SecondLife, a user content generated world and due to the vision of the physicist Philip Rosedale in the laboratories of the Linden Lab in S. Francisco, USA. Mainly I I have been exploring the experimentations and realizations in the field of education Universities and organizations, that have given life to experimentations and courses in the virtual islands in SL., that are numerous. The SL world has its own language and we all introduce ourselves with the Real Life name followed by ”a.k.a” (also known as) and SecondLife name, for example I am E.R a.k.a. Eleonora Porta in S.L. Let’s go on with Sloodle, now. Many of you know the learning platforms like VLE or CMS or LMS; anyway only a few know with direct experience SecondLife and so I will spend some word speaking about the resources, the advantages and disadvantages and the potentialities in the didactic use of the MUVE. 2.What MUVEs are MUVE is an acronym that digitally means “Multi User Virtual Environment”, an environment in 3D where more users can be at the same time present and where they can interact. This means that it is possible to organize classes, courses, conferences, projects with students, teachers, experts from all the world. These environments are integrated with web and web 2.0 and provide communication audio video and synchronous and asynchronous tools with possibility of streaming, of presentations with slide, images, pdf directly inworld. We could find all of this also in a videoconference or in online courses on the web but the presence inworld has numerous advantages in comparison. First the customers are represented by avatar and the presence nearly becomes physical, the customer is immersed in the world and becomes part of it , interacting with the others avatar and the surrounding objects. Users can generate contents in real time and build, cities, environments, settings, landscapes and any object in an easy, cheap and extremely flexible way also through the animation attributed to the objects by a language of programming LSL, Linden Scripting Language that allows the objects to communicate, to act, to work and to simulate behaviour. The simulation of the behavior of objects is fundamental for the experienced learning; students can get direct experience of the behavior and evolving of actions, for example can enter inside an optic fiber, an enormous computer and explore it in 3 dimensions. They can build and make objects by themselves. They can play role games becoming anybody: historical personages, scientists, physicists and they can reconstruct the historical acclimatization, can go on the moon and stay on the lunar module, they can improve their English looking for contacts with people. These examples add to other more classic methodologies as presentation , meeting and lessons in world (in the virtual world) , always with the enormous advantage of perceiving a nearly physical presence and interacting each others; determine an acceleration of learning process of Knowledge besides the undeniable one of being an attractive method for the students and probably the future environment for collaboration and international cooperation. Teaching and learning in virtual worlds is not still, at least in Italy, a diffused method, and even though many Universities (Torino, Bergamo, Milano, Urbino, Cagliari, Teramo,..) have their lands on SL, a very few high or secondary schools (Indire-FOR) are trying to introduce students or colleagues, the future diffusers, to the MUVE , to school 3D, to OpenSim, to SecondLife. 3.What Sloodle is This paper pays a special attention to teachers with a little or no experience of virtual worlds but and knowing LMS platforms and using them with their students. SLOODLE is an Open Source project, the aim of which is to integrated the learning support and management features of web-based LMS (Learning Management Systems, a.k.a. VLE or Virtual Learning Environment) with rich interactive game-technologies based 3D Fine Virtual Environments (MUVE). Currently all SLOODLE development is based on integrating Moodle® and Second Life® .The system provides to immersive ranges of tools for supporting learning and teaching to the virtual world. Sloodle was born in 2006 with the paper of the founders Jeremy Kemp, eCampus, Saint Jose Been University (SL: Jeremy Kabumpo) and Daniel Livingstone, School of Computing University of Paisley (SL: Buddy Sprocket). Since I discovered it I began to think it would be the bridge, the missing link in order to introduce my colleagues and students to virtual worlds and in order to begin to make them aware of the potentialities and future developments. As a matter of fact our students were born with new technologies, video-games , mobile telephony, web 2.0, social network, video and images hosting sites and are more attracted and used to by these new learning approach than we teachers are. I created sites, translations and support resources to spread, making it easy and I created a landmark for Italian teachers and students and, generally speaking, for anyone involved in training who would integrate their programs with experimental methods in the metaverse, 3D virtual worlds. Teaching and learning SL skills, science and physics could have advantages and effective results. SL + MOODLE = SLOODLE: what does it mean? If you have already used moodle as students, or as teachers creators of course or as administrators and if you wished to introduce your students in virtual worlds which you have had personal experience, you are my ideal auditory; if you have only used SL without having un idea of what a LMS is, you will perhaps not be interested to use it but you could be interested in introducing students in virtual worlds in a controlled, and verifiable way with evaluation criteria and assessment. If you know neither one nor the other, this will be occasion to get in touch with it. In the end a useful sitografia will be supplied for an independent and autonomous reference library. Before examining in details some of the devices and flying over on the pedagogical and methodological foundations, I’ll point out in the last part, it will be better to have an example, a scenario, a setting for learning and teachers. 4.Scenery Andrew is a student in High school, enrolled to the last year of a technical institute and he is 18teen, he is not attracted by the study on the text books and nobody has never introduced it to the e-learning neither independent nor guided; for a long time he played with play station, now not more, but he spends the evening chatting and being annoying in net and sometime he continues to play to video-games, when the parents don’t control, sometimes also online and to MMORPG (Massive (ly) Multiplayer Online Role-Playing Game), as he always made in childhood. Charles is a physics teacher in a different school where Andrew studies, and has created in the site MOODLE of the institute a course for the learning in virtual worlds oriented to students like Andrew and to his teachers, like Julie, the English teacher. First, he enrolled in the course as guest, then, attracted by some elements and encouraged by his teacher, he enrolled as student with Julie. He downloads the program from Internet and, after having created an account on SL it logs in and he is in the virtual land built for the school. He still doesn’t know how to move but he learns in a hurry with the releasable electronic guide, and with the basic course of Charles and with his tutor Julie. The SL client has been translated in many languages, also Italian, making it more usable. Charles was wondering, however, how to assign tasks to Andrew inworld, how valuate it, how to be sure he has answered those quizzes by himself and and how he could be able to make the presentation of the lesson on slides or in video at the same time with other students and teacher of many cities and countries. Here Sloodle is the fit tool. First Charles asks to the administrator of the site moodle on the server to insert a module plug-in, then logs in SL and she materializes (rez) the necessary set and objects Sloodle: the registration booth, the presenter, the web-intercom, metagloss, drop-prim, picture gloss, the quiz-chair, award system and others. Julie and Andrew are recorded now also inworld, and their SLname is linked to name in Moodle site. They read the news in moodle site, meeting dates, synchronous lessons, and inworld they make assignments, answer quizzes, participate to the lessons inworld, interact with other students Andrew is able now to learn in a funny way, he actively participates to the experiments, interacts with teachers and students and could be teletransported in American, Asian, Australian, other European lands, where he could assist to simulations o create them himself; the learning occurs in an experiential way, “doing”, expressing his own creativity and collaborating with his teacher who can control the process, record it, valuate it and also certify it. 5.Sloodle Objects The documentation available for Sloodle is subdivided in documentation for teachers and tutor, administrators and developers. The documentation available for Sloodle is subdivided in documentation for teachers and tutor, administrators and developers. The documentation available for Sloodle is subdivided in documentation for teachers and tutor, administrators and developers. I refer to tutors, I’ve translated it in Italian.Let me tell yiu now about downloading sloodle.zip if you are an administrator. HERE: http://slisweb.sjsu.edu/sl/index.php/SloodleAdminDocs#Getting_Started What we need to run sloodle? A Moodle Site(WEB) A Sloodle Set (in MUVE) Where can we find it? The first one must be accommodated on a server The second is taken to the sloodle island (in SL) Edumoot (Key2School) has already integrated the module sloodle-controller on server It makes easy teaching and learning in SecondLife. Here it is step by step instruction.It makes easy to the students learning in Sland building 3D objects, linked to activities in moodle site, even though they are used only to web-platfrm.There’s people who imagine very creative use as a quiz-path and role-play. It could be a very creative tool! 1 ) A moodle site accomodated in a server. There are server with moodle included and other server with moodle and sloodle module included.Install sloodle module controller (It’s a moodle activities reached with button “Edit activities”) 2) Rez sloodle set 1.0 in your land. You can find it in Sloodle Island. 3) Click the set and connect it to moodle site writing in public chat the URL without final slash 4)Set is ready, you have to click the set a second time and you can begin to rez the objects (numbered from 1 to 15) 5) You have to configurate every object with a notecard generated in moodle site. Every object has a unic ID called UUID Universally Unique Identifier 5.1Set It is the object to rez (to materialize) on the virtual land in order to create a llink with the web moodle site; that set is univocally connected to moodle. It is the set which will generate and materialize all the other objects that will be connected with an ID identification number to the course web. 5.2 Registration Booth Allows users in Second Life to link their avatar to their account on a Moodle site. (This process is also known as
avatar authentication
or
avatar registration
. See Registration and Enrolment for more information). From SLOODLE 0.4 onwards, this will also enroll the user on the appropriate Moodle course, if they are not already enrolled. 5.3 Presenter The SLOODLE presenter is a tool for creating presentations (for lecture, seminar or self-paced tutorial use) in Second Life. The presenter avoids the requirement to upload images into Second Life and allows presentations to combine images, web-pages and videos by streaming the presentation content into Second Life using the media settings. Thus, each slide can be one of: a webpage an image a video (in Quicktime compatible format - e.g. mov or mp4) a youtube video a pdf file As it uses the parcel media settings, the presenter must be owned by the land owner - or deeded to the land owning group where the land is group owned. Presentations can be viewed in Second Life and/or in Moodle itself. The presenter can be set to allow any avatar - or only the owner - to control the presentation using the forward and back buttons. 5.4 PrimDrop PrimDrop is a utility instructors can use so that Second Life students can submit assignments in Second Life to a Sloodle Website. 5.5 Quiz-chair Allows users to attempt a multiple-choice Moodle quiz from within Second Life, and receive visual feedback. AWARD SYSTEM Students could be motivated winning a cup or other useful virtual stuff 5.6 Webintercom The Web Intercom connects the public text chat in Second Life to a chat room in Moodle. This allows chat to be shared between Second Life and Moodle, which is useful if some people do not have access to Second Life. (A good example of this is the Teen Grid, where some users may not have clearance -- an authorized user could setup a Web Intercom while others chat from Moodle). The Moodle chat is also logged, which is useful for keeping a record of in-world chat sessions. In order to view archived chat, users can simply go to their Moodle course page, click on the Moodle Chat activity, and select
View past Sessions
. 5.7 Metagloss The Metagloss is a tool in the Second Life 'metaverse', allowing access to Moodle 'glossaries'. Hence,
Metagloss
. The Student asks the definition inworld asking in public chat after /def and the definitions, introduced in the glossary on moodle, will appear in world public chat. 5.8 Picture Gloss The Sloodle Picture Gloss, provides an in-world glossary where users can search via chat commands. When a Glossary entry is found, the texture stored for that glossary entry is displayed on a Prim in Second Life. Users to query a MOODLE Glossary by typing
/pix search term
The Picture will then searches the Moodle glossary for special formatted Glossary entries which have Texture UUID's and scale dimensions stored. If a texture UUID has been stored as the Glossary terms definition, then the Picture Gloss in Second Life will be scaled to the appropriate dimension and it's textures changed to the Texture UUID stored in the Glossary entry. Every object is connected to an activity in moodle site Have you some question? Have you some question? Why a teacher would make easy learning in a MUVE? What can a teacher do to support learning in a MUVE? How could he attract students but also hold in check and evaluate them? What are the advantages of learning in MUVEs? What subjects could he teach? Any other question? Please ask me! What can a Teacher do? Create 3D classroom Register inworld students to moodle-site Give them quizzes and get results Get assignments inworld Present slide / video inside SL Track their activities inworld Attract them in an enjoiable environment Features of the two environment 6. Getting Started with Sloodle (Sloodle.org source reference)
Scienza on the road
The project
Scienza on the road
deals with Science Communication and disseminatiom of Science in Second Life. It will bring Science meetings all around Second Life, in the lands of the Italian communities. During these meetings some experts will hold conversations about the following subjects: - Physics: A Journey through the Microcosm, between quark and strings; Bending Light ,a path through optical fibres; - Mathematics, Workshop of recreational Maths :all about the world of fractals and the “ emotive economy” through interactive tests ; - Astronomy: Stars Are Our Friends - Earth-Moon System movements- the Sun in the Space; - Science in Literature: “Librandosi”, zero gravity readings, a quick esamination of the science as a source of inspiration for the literature; These conversations will take advantage of specific Second Life tools through immersive interactions that will allow the spectator to become himself an actor of the event . This project was conceived and realized by “ Immersiva “ and “ Second Physics” . ELEONORA PORTABlogger esperta di SL_education.Docente di elettronica e telecomunicazioni in RL. PIEGARE LA LUCE Bending Light ,a path through optical fibres Conclusion and advantages LINK SIMULATION EXPERIMENT as a PHYSICAL 3D MODEL IN SL to a LMS REGISTER PERTICIPANTS and STUDENT; track, certificate them. PRESENT SLIDE directly in a virtual world ASSIGN tasks, quizzes, homeworks to do inworld VALUATE assignments made inworld CREATE FUN and INNOVATIVE STUDYNG METHOD ENCOURAGE STUDENTS TO LEARN in an AMUSING and IMMERSIVE ENVIRONMENT RIFERIMENTI http://www.sloodle.org/moodle/ http://secondlife.com/ http://moodle.org http://twitter.com/SLOODLE_News http://slisweb.sjsu.edu/sl/index.php/Sloodle_Home_Page http://sloodleit.ning.com/ http://www.facebook.com/group.php?gid=78336261876