Presentation given for MINDSETS by Sheila Webber, s.webber@sheffield.ac.uk , on 15 June 2021. References are at References https://docs.google.com/document/d/1jszFFUIPralN3B5T4z5pUpRbxdW9vL3NN7rs8Iz6RVo/edit?usp=sharing
Presentation offered by Jennifer Verschoor (Argentina) , Erika Cruvinel (Brazil) and Evelyn Izquierdo (Venezuela) for the Social Networking 2009 online conference. Nov. 5-8, 2009
Social Bookmarking was a presentation offered by Evelyn Izquierdo (UCV-Avealmec founder member) and Jennifer Verschoor (President of ARCALL, the Argentinian CALL Association) as part of "21st Century Learning in the EFL Class", a blended course currently carried out by Professor Doris Molero at Universidad Rafael Belloso Chacín (Maracaibo-Venezuela). The course is supported by Webheads in Action and Integrating Technology for Instruction and Learning, a virtual community for ESL/EFL teachers.
e-Health and the Social Web ("Web 2.0")/the 3-D Web: Looking to the future wi...Maged N. Kamel Boulos
The Social Web and the 3-D Web/virtual worlds and globes in Medicine and Health
e-Health and the Social Web/the 3-D Web: Looking to the future with sociable technologies and social software
Covers 3-D social networks and virtual worlds/the 3-D Web (including Second Life) and how they relate to Web 2.0 (M.N.K. Boulos - April 2007 - 32 slides)
Find out more at http://healthcybermap.org/sl.htm
Garin Fons of COERLL discusses recent experiences designing, implementing, and assessing digital badging initiatives within a professional community of foreign language educators. Presentation entitled: Show What You Know: Open Digital Badges for Professional Development and Lifelong Learning
Presentation offered by Jennifer Verschoor (Argentina) , Erika Cruvinel (Brazil) and Evelyn Izquierdo (Venezuela) for the Social Networking 2009 online conference. Nov. 5-8, 2009
Social Bookmarking was a presentation offered by Evelyn Izquierdo (UCV-Avealmec founder member) and Jennifer Verschoor (President of ARCALL, the Argentinian CALL Association) as part of "21st Century Learning in the EFL Class", a blended course currently carried out by Professor Doris Molero at Universidad Rafael Belloso Chacín (Maracaibo-Venezuela). The course is supported by Webheads in Action and Integrating Technology for Instruction and Learning, a virtual community for ESL/EFL teachers.
e-Health and the Social Web ("Web 2.0")/the 3-D Web: Looking to the future wi...Maged N. Kamel Boulos
The Social Web and the 3-D Web/virtual worlds and globes in Medicine and Health
e-Health and the Social Web/the 3-D Web: Looking to the future with sociable technologies and social software
Covers 3-D social networks and virtual worlds/the 3-D Web (including Second Life) and how they relate to Web 2.0 (M.N.K. Boulos - April 2007 - 32 slides)
Find out more at http://healthcybermap.org/sl.htm
Garin Fons of COERLL discusses recent experiences designing, implementing, and assessing digital badging initiatives within a professional community of foreign language educators. Presentation entitled: Show What You Know: Open Digital Badges for Professional Development and Lifelong Learning
Lecture1 San Sebastian 2007: Internet, electronic genre and writingVance Stevens
Lecture 1 is an explication of Web 2.0, multiliteracy, and its impact on the nature of learning in general, and on writing in particular. The first talk will draw from my online multiliteracies course:
WOW Presentation-K12 Online ConferencePeggy George
Presentation for WOW AzTEA Conference by Peggy George and Ann Lumm. Slideshow created originally by April Chamberlain, Darren Kuropatwa, Shawn Nutting, Sheryl Nussbuam-Beach, and Wesley Fryer--"Lessons Learned from K-12 Online 2006" and modified slightly for our hands-on workshop. April 28, 2007.
How Recent Web Developments Offer Low-cost Opportunities for Service Developmentlisbk
Talk given at the London Museums Librarians and Archivists Group Biennial One Day Conference held at the British Museum, London on 26 April 2007.
See http://www.ukoln.ac.uk/web-focus/events/conferences/lmlag-2007-04/
C2: Digital Badges: Future Technologies and Their Applicationslisbk
Slides for a 1-day workshop on "Future Technologies and Their Applications" facilitated by Brian Kelly and Tony Hirst at the ILI 2013 conference on Monday 14 October 2013.
See http://ukwebfocus.wordpress.com/events/ili-2013-workshop/
See http://ukwebfocus.wordpress.com/events/ili-2013-workshop/
Lecture1 San Sebastian 2007: Internet, electronic genre and writingVance Stevens
Lecture 1 is an explication of Web 2.0, multiliteracy, and its impact on the nature of learning in general, and on writing in particular. The first talk will draw from my online multiliteracies course:
WOW Presentation-K12 Online ConferencePeggy George
Presentation for WOW AzTEA Conference by Peggy George and Ann Lumm. Slideshow created originally by April Chamberlain, Darren Kuropatwa, Shawn Nutting, Sheryl Nussbuam-Beach, and Wesley Fryer--"Lessons Learned from K-12 Online 2006" and modified slightly for our hands-on workshop. April 28, 2007.
How Recent Web Developments Offer Low-cost Opportunities for Service Developmentlisbk
Talk given at the London Museums Librarians and Archivists Group Biennial One Day Conference held at the British Museum, London on 26 April 2007.
See http://www.ukoln.ac.uk/web-focus/events/conferences/lmlag-2007-04/
C2: Digital Badges: Future Technologies and Their Applicationslisbk
Slides for a 1-day workshop on "Future Technologies and Their Applications" facilitated by Brian Kelly and Tony Hirst at the ILI 2013 conference on Monday 14 October 2013.
See http://ukwebfocus.wordpress.com/events/ili-2013-workshop/
See http://ukwebfocus.wordpress.com/events/ili-2013-workshop/
This presentation was prepared for the Higher Colleges of Technology Fujairah College on the potential uses of Second Life to advance experiential learning (June 2010).
Enhancing innovation through virtual worldsRobin Teigland
My presentation in February 2011 to students in the Mastering Innovation Class at the McCombs School of Business at UT at Austin. www.knowledgenetworking.org.
Best Practice for Social Media in Teaching & Learning Contexts, slides accompanying a presentation by Nicola Osborne, EDINA Digital Education Manager, for Abertay University (Dundee). The hashtag for this event was #AbTLEJan2017.
Curriculum, community, context, sustainability: A reflectionSheila Webber
Presentation given by Sheila Webber at the IFLA WLIC 2022 Satellite Conference: SET Training School: Towards a Curriculum for Social and Digital Inclusion and Lifelong Learning, Dublin, Ireland, on 29 July 2022
Libraries and Literacies in the MetaverseSheila Webber
Poster presented at the World Library and Information Conference July 2022, in Dublin, Ireland. Created by Sheila Webber (presenter in Dublin) University of Sheffield Sheffield, United Kingdom. s.webber@sheffield.ac.uk
Dr Valerie Hill, Peninsula College, Port Angeles, USA. vhilledu@gmail.com
Rossanna Barrios-Llorens, University of Puerto Rico’s Medical Sciences Campus, San Juan, Puerto Rico. rossana.barrios@upr.edu
References and further links at https://docs.google.com/document/d/1VqBgEJabPMkfoYYNR-oG-RKusvHV59eqwDNf9lykPQ8/edit?usp=sharing
Abstract "In uncertain times, virtual libraries connect patrons to vital information that they may not be able to access in the physical world. They can also be sanctuaries from pandemic and war. Librarians (including the co-authors) have worked in virtual worlds for 15 years (e.g. Webber & Nahl, 2011) and the Community Virtual Library in the 3D virtual world Second Life https://communityvirtuallibrary.org/ exemplifies global connectivity, with volunteers collaborating internationally to enact diversity for information access. A current exhibit, "Social Determinants for Access to Information: Virtual World Library Exhibition" includes 3D rooms filled with resources on racial diversity, gender diversity, issues of changing literacies, digital legacy, confirmation bias, digital citizenship, and the digital divide. Visitors interact with content and share a sense of place and presence through embodiment in the metaverse, providing advantages beyond web platforms such as Zoom.
Our poster shares examples of using 3D virtual worlds for librarianship through international collaboration across learning communities. The 3D virtual library is a real space where librarians can offer services such as reference work, exhibits, workshops, conferences and discussions, and embed themselves into virtual spaces without the boundaries of physical space (e.g. Hill, 2016; Hill, 2021). "
Creating connections for enhancing collaborative and professional development...Sheila Webber
A panel presented in the Association for Information Science & Technology (ASIS&T) 24 hour Global Conference, 27 April 2022. The presenters were: Sheila Webber: Information School, University of Sheffield, United Kingdom; Professor Imane Hilal: School of information Sciences, Rabat, Morocco; Dr Grace Msoffe: University of Dodoma, Tanzania; Dr Sophie Rutter: Information School, University of Sheffield, United Kingdom
Using theory of change to evaluate information literacy initiativesSheila Webber
Workshop by Dr Pam McKinney and Sheila Webber, Information School, University of Sheffield, 11 April 2022, at the LILAC conference in Manchester, UK. Abstract: "Theory of Change (ToC) is a participative approach to evaluating the impact of projects, programmes and initiatives. Librarians and information professionals engaged in change processes, development projects and research studies can use ToC to generate evaluation data and articulate the impact of their activities, working closely with stakeholders such as students, academic staff, teachers and other professionals. The ToC process generates new understandings of how and why project successes have been achieved, and can form the basis of justifications for current and future funding. ToC has been widely used to evaluate the success and impact of projects in a variety of sectors (often community and public sector initiatives), and in educational development (Hart, Dierks-O’Brien & Powell, 2009) including Information Literacy initiatives (McKinney, 2014; McKinney, Jones & Turkington, 2011). In the version of the ToC process used in CILASS projects, stakeholders are asked to identify the drivers for change in the current situation; the longer term impact they envisage the project will have; the intermediate outcomes that the project is expected to achieve; activities that would need to be undertaken to achieve outcomes and enabling factors and resources required to support the project (Hart, Dierks-O’Brien & Powell, 2009). Stakeholders collaboratively design a Theory of Change poster that defines key project indicators and develops a causal narrative between project activities and outcomes. A plan and evaluation framework is then developed from these indicators, and stakeholders design data collection instruments. Connell & Kubisch (1998) have identified that a good ToC should be plausible, doable and testable."
Older People in the “Post-Truth” Era: Countering Ageism by Developing Age Fri...Sheila Webber
Presentation by Sheila Webber (University of Sheffield) &
Bill Johnston (Strathclyde University)
ECIL, September 2021
References are at http://tinyurl.com/bu422pjw
Fake news: has it changed UK academic librarians’ ideas about teaching Inform...Sheila Webber
Presentation by Chris Thorpe (City, University of London, UK, chris.thorpe.1@city.ac.uk) and Sheila Webber (Information School, University of Sheffield, UK (s.webber@sheffield.ac.uk), presented at the European Conference on Information Literacy, September 2021
Using theories of change to evaluate information literacy initiatives Sheila Webber
Presented at the European Conference on Information Literacy, September 2021 by Dr Pamela McKinney and Sheila Webber
A video of this presentation is available at https://digitalmedia.sheffield.ac.uk/media/Using+Theories+of+Change+to+evaluate+Information+Literacy+initiatives/1_v1g05eav
The information worlds of non resident informal carers: stakeholder perceptionsSheila Webber
Presented by Sheila Webber and Dr Pamela McKinney at the conference Information Science Trends: Health Information Behavior, organised by the European Chapter of ASIS&T, on June 10 2020. The references are at https://docs.google.com/document/d/1ilCIpu7IWsRUhtWinPNuVetlrvkDxBN_lKTaV26yWAU/edit?usp=sharing
Presentation by Sheila Webber for the Critical Approaches to Libraries Conference 2020 held online, on 13 May 2020. A version was also given for the Virtual Worlds MOOC (in Second Life) . References at https://docs.google.com/document/d/14F9sEHZ8Fq0wI5gZ1IVkPGP-I88bOcWm02D7n8Vu1cg/edit?usp=sharing
Transformational Media and Information Literacy learning for adult citizens: ...Sheila Webber
Presentation given by Sheila Webber, Information School, University of Sheffield, coauthored with Bill Johnston, Honorary Research Fellow, Strathclyde University. Presented on 29th October 2019 as part of the University of Sheffield Information School's celebration of Global Media and Information Literacy Week. A recording of the webinar (31 minutes) is here: https://eu-lti.bbcollab.com/recording/0284c699a3784b1a9da5a632291dc8d8
Media and Information Literacy: creative and critical engagement across the c...Sheila Webber
Workshop presented by Sheila Webber and Bill Johnston at the "Transforming futures: International perspectives on Research-Based Education conference, University of Adelaide, Australia, 16 July 2019.
What's my approach? Deciding on the approach to use for your researchSheila Webber
Workshop delivered by Sheila Webber and Dr Pamela McKinney, Information School, University of Sheffield, at the LILAC Conference, held in Nottingham, UK, on 25 April 2019. The references are at https://docs.google.com/document/d/10S_6ZPKLpsAIn1YaMDhZPS8HIOwFGXlz4sUDyBzxYNM/edit
Media and Information Literacy for Informed Citizens in the Digital AgeSheila Webber
These are slides from a webinar given by faculty in the University of sheffield Information School on 22 March 2019. The recording of the webinar is here https://sheffield.adobeconnect.com/pf8k3h0qn1ys
Sheila Webber chaired the session, and the panellists were: Dr Pam McKinney, Dr Sophie Rutter and Dr Laura Sbaffi
Links from the slides are here http://information-literacy.blogspot.com/2019/03/media-and-information-literacy-for.html
#AFMIL The Age-Friendly Media and Information Literate City: Combining polic...Sheila Webber
"#AFMIL The Age-Friendly Media and Information Literate City: Combining policies and strategies for ageing populations in media and information rich societies" was presented by Sheila Webber (University of Sheffield Information School) and Bill Johnston (University of Strathclyde, Honorary Research Fellow) at the Global Media and Information Literacy Week feature conference held in Kaunas, Lithuania, on 24 October 2018
What makes us trust online information? The perspective of health InformationSheila Webber
Slides from a webinar presented by Dr Laura Sbaffi, University of Sheffield Information School, on 30th October 2018 to celebrate Global Media and Information Literacy Week. The webinar recording is at https://sheffield.adobeconnect.com/pwy4m50tbl8r
What's my approach? Deciding on the approach to use for your researchSheila Webber
These are slides from a workshop given by Sheila Webber and Pamela McKinney, University of Sheffield, UK, at the European Conference on Information Literacy on September 26 2018. The objectives of the workshop were: (1) To identify key characteristics of selected qualitative and mixed-methods research approaches, and to show what kinds of research questions and problems each approach is most suited to. The research approaches covered were: action research; case study; phenomenography; ethnography; autoethnography.
(2) To enable participants to understand the issues, advantages and disadvantages of different approaches, by looking at a practice-based information literacy problem, and asking participants to identify the implications of choosing one approach or another."
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The French Revolution Class 9 Study Material pdf free download
3D Virtual Worlds for Professional Development and Lifelong Learning
1. 3D Virtual Worlds for Professional
Development and Lifelong Learning
Sheila Webber/ Sheila Yoshikawa
Information School, University of Sheffield, UK
MINDSETS, June 2021
2. Outline
I will focus more on – what could virtual worlds be
good for? Rather than on – how do you do it?
• Virtual worlds, Virtual Reality? (definitions)
• Some perceived strengths and weaknesses of VWs
• Perspectives on Continuing Professional
Development – relating it to virtual worlds & my
professional practice
• Lifelong Learning – beyond professions
3. Virtual worlds: definition
• Persistent (there even when you are not)
• Multiple people can share the same space at the same
time
• Embodiment as a 3D avatar
• Avatars can interact with objects etc. in the world
• Interactions are real time
• There are similarities to the physical world e.g. in the
geography, physics, appearance
(Warburton, 2009)
4. Persistent, Multiple people as avatars, interacting with object in
real time, similarities to physical world
What is the potential for virtual worlds to have a positive and significant
impact on learning outcomes? (1=none; 3=some; 5=an amazing amount)
5. Participants include
• Professor from the Open University, UK
• School librarian, USA
• Retired college professor (still active blogger & learning
designer in virtual worlds), USA
• Cofounder of a company that develops learning solutions,
USA
• Owner of a company specialising in learning design in VWs,
USA
• STEM Education Consultant in Alaska
• Reference Librarian in an Law School Library, USA
• Ethnographer and exhibition curator, USA
• Academic librarian, Puerto Rico
6. VWs experience & research
• A lot of educational research – cluster around 2008-
2012 when hype for SL etc. (e.g. Virtual
WorldWatch reports, Kirriemuir (n.d), but ongoing
• Educators leaving but also joining VWs
• Much in common with recent research into use of
VR in education, but often seems to be ignored!
7. • Virtual World (VW) - Persistent; shared; avatars;
realtime interaction; similarities to physical world
• Virtual Reality (VR) – Digitally created environment,
viewed from inside a VR headset, giving a sense of
perspective and scale, may be enhanced by haptic or
other non-visual tech [does not have to be persistent or
shared: Social VR is VR shared with others]
• Augmented Reality (AR) – combining the physical and
virtual world e.g. you see a digital overlay which you
can interact with to get more information (pokemon go)
• Extended Reality (XR) – umbrella terms for any
mixture of virtual/physical – all of thee above!
(sometimes to include all-physical & all-virtual – but isn’t
that just - reality!)
VW, VR, AR, XR: Definitions
8. Commonly mentioned disadvantages of VWs
• Many virtual worlds require specialist browsers (you can’t
use Chrome, Firefox etc.)
• Need gaming-spec laptop/PC to get best performance
• Need excellent broadband (as graphics continupously
downloaded) – VW like Second Life is data hungry
• Learning curve to learn how to “be” in a virtual world and
get the most out of it
• No ready made “plotline”
• Costs money to rent “land” on which to create environments
– necessary if you want to customise learners’ experience
• Some administrators, teachers & learners see VWs as
childish, frivolous or dangerous (equate with “gaming”)
9. “14 Reasons Why Virtual Worlds are still better
than Social VR Worlds” (Vans, 2021)
Factors discussed are:
• Accessibility;
• Usability;
• Content (how easy to
acquire);
• Expense;
• Avatars;
• Availability of learning tools;
• Assessing learning;
• Collaboration (tools & ease
of);
• Field trips;
• Land (how many avatars?);
• World boundaries (open vs
closed);
• Target learners (how do we
make them comfortable);
• Learning context (options for
interactivity, consumption &
production; motivation;
funding; space & equipment
required by learner;
formal/informal learning);
• Subject domain being taught
10. Some advantages that I see in VWs
• Social co-presence
• You don’t need great tech skills (or huge amounts of
money) to create a custom environment, because there is
a lot of existing content - & places to visit
• Free to present your avatar as you want – avoid stigma of
e.g. ageism
• Supportive educational community
• Can use text chat, IM, voice (some people prefer chat e.g.
shy/English-unconfident learners, those with hearing loss)
• Visually stimulating/relaxing
• Low-stakes way of learning about/ experiencing high-
stakes situations (e.g. nursing, crisis management,
chemical experiments)
11. Preview of this presentation given at Virtual
Worlds Education Roundtable meeting 10 June
All people I know – used voice and text - constructive
feedback and some quotations ….
12. Comments from VWER participants (SL names)
Valibrarian Gregg "Everyone lives in virtual worlds now (on
our digital devices and platforms) whether or not one has an
avatar. The biggest advantage of a virtual world like Second
Life is the sense of presence- actually being together-- not
just sending your voice out into the Internet through social
media or web platforms.“
PI (pi.illios) “Except a few colleagues I found the
professional conversation
more rewarding here”
Wisdomseeker: “I have met
people here I would never have
met any other way”
Marly and I chill after VWER
13. Valibrarian Gregg "Most of the VR headset experiences I have had
are disposable- meaning I see a beautiful simulation and then POP!
- I don't need to return. But in virtual worlds, we build persistent
environments through collaboration and we return again and again".
Andy (thechemengineer): “I find virtual reality [including virtual
worlds] effective for teaching scenarios that are either infrequently
encountered or are hazardous. Starting up an industrial furnace is
an example. They are started infrequently, maybe less than once
per year, so new operators may not get an opportunity to observe a
startup with experienced individuals before they are called on to
start it. The equipment can also be hazardous if started improperly.
Virtual reality provides an opportunity to practice authentic
scenarios so operators are practiced and ready to perform activities
right the first time, every time.”
Thanks to: Valibrarian Gregg; Wisdomseeker (Lissena); PI; Shiloh; Stranger Nightfire; Thinkerer
(Selby Evans); Marly Milena; Andy (thechemengineer)
14. VWER visit to installation created by Andy Sullivan to
teach Process Plant Technology (PPT) at Montana State
University Billings City College, USA
15. Examples of 3D VWs: Second Life
• Started in 2003;
• Free to signup for avatar;
• Most things created by SL
residents;
• SL’s owner makes money
from land rental and % of
cash transactions (millions of
US$ annually traded
inworld);
• Huge number of places to
explore;
• Big charity events (e.g. for
American Cancer Society);
• Strong communities, inc.
disability and education;
• Use voice, text chat, IM to
communicate;
• Anyone can create and
script, also lots of objects to
buy and adapt.
16. Examples of 3D VWs
• “Opensim” – open source 3DVW application that (1)
people can install on their own servers (2) used by 3rd
parties to create VW communities that tend to be
lower cost (but less rich in content) than SL, e.g.
– Avacon https://www.avacon.org/blog/
– Kitely https://www.kitely.com/
• 3Dwebworldz – unlike previously mentioned, uses
internet browser; can create, customise, rent space
etc. free to visit https://3dwebworldz.com/
• Minecraft – available for various platforms, in various
editions and different modes. Priced.
Free to
signup for
avatar
18. 5 perspectives on CPD
From phenomenographic research into solo librarians (working
in libraries where they are the only librarian) (Hornung, 2013)
1. Upskilling for the sake of the organisation/service (Service
orientation)
2. Developing as a professional librarian (LIS profession
orientation)
3. Helping you to do all the jobs a one-person librarian does
(OPL orientation)
4. When you’ve learned to do something and you want to do
things in a better way (Personal orientation)
5. Your development as a human being (Lifelong learning
orientation)
19. My perception – people in VWs particularly take the;
Professional orientation - Developing as a
professional (e.g. professional educator)
Personal orientation – wanting to do things better
Lifelong learning orientation – loving learning,
wanting to develop as a human being
(i.e. not so of a more instrumental, extrinsically-
motivated orientation to development and learning)
20. I find it enjoyable and reviving to engage with people
that have these personal, lifelong learning attitudes!
It encourages me to share and grow
Informal learning/teaching can flourish
21. My professional experience of VWS
1. Teaching first year undergraduates and Masters
students in Second Life
22. My professional experience of VWs
2. Membership and leadership in professional groups within Virtual
Worlds, notably
Groups that have stopped
Educators Coop (group of educators working cooperatively; Jarmon & Sanchez, 2008)
UK Educators (open meetings and visits)
Information Literacy Journal Club (co-organiser)
Groups that continue
Non-profit Commons (members are nonprofits, charities/advocacy) - attending open weekly
meetings http://www.nonprofitcommons.org/
Virtual Worlds Education Roundtable (weekly discussion group, since 2008) – member, co-
organiser, leader - https://vwer.info/
Virtual Worlds Education Consortium (new organisation to “bring educators together both to
share what has been successful and to tackle obstacles across virtual platforms and
communities”) https://communityvirtuallibrary.org/cvl-education-network/
As with all professional involvement – you get out what you put in!
23. Some key events
My professional experience of VWs
3. Attending, presenting at and organising conferences and events
(teaching, research and personal interest)
• OpenSimulator Community Conference (annual)
https://conference.opensimulator.org/ (in opensim
worlds)
• Virtual Worlds Best Practices in Education (annual) (in
SL and visits elsewhere) https://www.vwbpe.org/ and
https://www.vwbpe.org/watch
• Virtual Ability’s annual International Disability Rights
Affirmation Conference and The Virtual Ability Mental
Health Symposium https://virtualability.org/
• VWMOOC (on Moodle, in VWs, Zoom streaming)
https://moodle4teachers.org/course/view.php?id=114
24. My professional experience of VWS
• Developed skills/confidence e.g.:
– Planning for the unexpected – having alternative strategies and
dealing with problems calmly
– Handling multiple channels of communication (visual/ open and
direct text chat/ voice)
– Using applications (e.g. video recording, photo editing)
• Sharing practice, research & ideas
– Presenting in different modes
– Getting feedback from a varied audience
– Contact with/ information from experts that I wouldn’t normally
meet
– Trying out ideas, getting new ideas
• Developing & encouraging a creative approach to teaching &
learning
25. Lifelong Learning
Wisdomseeker (lissena): “This is perfect for lifelong
learning because it combines cognitive learning with
experiential learning -- which is essential to ongoing
well-being.”
27. Tips if you want to try VWs!
• Reflect on how you want to use VWs
– Personal – relaxation; hobby; developing skill/knowledge
– Professional - upskilling; developing as professional; lifelong learning
• Find a friend to help you
• Making mistakes is fine
• If Second Life: enter via somewhere like Virtual Ability, which is
well structured/ hassle free
• Attend events, to get to know people and see what’s being
done/discussed (see calendars)
• Get to know people around shared projects – collaborations &
connections are interest based
• Explore!
35. Sheila Webber
Information School
University of Sheffield
s.webber@shef.ac.uk
Twitter: @sheilayoshikawa
http://information-literacy.blogspot.com/
http://www.slideshare.net/sheilawebber/
References at
https://docs.google.com/document/d/1jszFFUIPralN3B5T4z5pUpRbxdW9vL3NN7rs8Iz6RVo/
edit?usp=sharing
Photos : Sheila Webber except where
otherwise indicated: taken in Second Life,
trademark Linden Labs