This document discusses developing an interactive learning experience in Second Life for emerging adult populations. The objectives were to develop instructional content and an evaluation tool to measure social interaction and perception of the learning module. Methods included recruiting participants and designing activities focused on food sanitation. Evaluation results found users felt a high degree of presence and the content was appropriate. Further research could measure knowledge gains and transfer to real life. The goal is to engage different generations in virtual learning environments.
This document discusses the potential for virtual student teaching (VST) in music education programs. It provides background on VST, including definitions from surveys of a computer-simulated learning environment with mentor/intern feedback. The document also outlines what a VST model may include, such as two-person or multiple-user virtual environments, immersive VR, and use of avatars for interaction. Benefits discussed are preparing future music teachers for real-time classroom situations and developing teaching strategies through a blended virtual/field experience approach.
This document discusses the local foods movement, food safety issues for small-scale food production in Alabama, and risks associated with commercial poultry production. It notes that the local foods movement has grown due to consumer beliefs that local food helps local economies, provides more variety and healthier options, and has a lower carbon footprint. However, small-scale food production presents food safety challenges. Several produce outbreaks in the past were traced to contamination from soil or water. An example 2013 Salmonella outbreak linked to a New Mexico hatchery infected over 350 people after they purchased live poultry. Proper disease prevention and consumer/producer education are important to prevent future outbreaks associated with local food production and commercial poultry.
This module is intended for community educators to use to teach their clients about time temperature abuse. It is appropriate for anyone who cooks for groups including those with religous institutions. It is also beneficial for general consumers. It is meant for commercial food service.
This module is for use by community educators. It is meant to be used with general consumers or those who cook for groups such as religious instututions. It is not meant for food service.
This module is for use by community educators. Its appropriate for teaching groups of consumers or those that cook for others such as religous institutions. The guidelines within are for consumers, not for commercial food servce.
This module is intended for community educators to teach their clients about cross-contamination. It is appropriate for general consumers and anyone that cooks for groups including religous institutions. It is not meant for commercial food service.
Dokumen ini memberikan ringkasan singkat tentang kursus pelatihan pengendali makanan yang diselenggarakan oleh Perangsang Elit Sdn Bhd. Kursus ini terdiri dari 4 seksi yang membahas pengenalan, kebersihan makanan, keselamatan makanan, dan faktor-faktor keracunan makanan. Kursus ini bertujuan untuk melatih pengendali makanan agar dapat menangani dan mengolah makanan dengan aman dan higienis sesuai dengan peraturan dan undang-und
This document discusses the potential for virtual student teaching (VST) in music education programs. It provides background on VST, including definitions from surveys of a computer-simulated learning environment with mentor/intern feedback. The document also outlines what a VST model may include, such as two-person or multiple-user virtual environments, immersive VR, and use of avatars for interaction. Benefits discussed are preparing future music teachers for real-time classroom situations and developing teaching strategies through a blended virtual/field experience approach.
This document discusses the local foods movement, food safety issues for small-scale food production in Alabama, and risks associated with commercial poultry production. It notes that the local foods movement has grown due to consumer beliefs that local food helps local economies, provides more variety and healthier options, and has a lower carbon footprint. However, small-scale food production presents food safety challenges. Several produce outbreaks in the past were traced to contamination from soil or water. An example 2013 Salmonella outbreak linked to a New Mexico hatchery infected over 350 people after they purchased live poultry. Proper disease prevention and consumer/producer education are important to prevent future outbreaks associated with local food production and commercial poultry.
This module is intended for community educators to use to teach their clients about time temperature abuse. It is appropriate for anyone who cooks for groups including those with religous institutions. It is also beneficial for general consumers. It is meant for commercial food service.
This module is for use by community educators. It is meant to be used with general consumers or those who cook for groups such as religious instututions. It is not meant for food service.
This module is for use by community educators. Its appropriate for teaching groups of consumers or those that cook for others such as religous institutions. The guidelines within are for consumers, not for commercial food servce.
This module is intended for community educators to teach their clients about cross-contamination. It is appropriate for general consumers and anyone that cooks for groups including religous institutions. It is not meant for commercial food service.
Dokumen ini memberikan ringkasan singkat tentang kursus pelatihan pengendali makanan yang diselenggarakan oleh Perangsang Elit Sdn Bhd. Kursus ini terdiri dari 4 seksi yang membahas pengenalan, kebersihan makanan, keselamatan makanan, dan faktor-faktor keracunan makanan. Kursus ini bertujuan untuk melatih pengendali makanan agar dapat menangani dan mengolah makanan dengan aman dan higienis sesuai dengan peraturan dan undang-und
This document summarizes the author's research from 2004-2014 on ICT integration in education. It outlines several key areas of focus including the influence of teacher and school characteristics on ICT use, different types of ICT use in primary education, determinants of ICT use, teacher beliefs about ICT, qualitative approaches to understanding technology integration, strategies for preparing teachers to integrate technology, and professional development for ICT integration. It also lists several works in progress and provides an overview of the author's publications available online.
This document summarizes 15 studies on the impact of virtual learning environments on student learning. The studies examined topics such as virtual labs, online learning, and virtual software. The findings from the studies fell into three main groups: positive impacts on student engagement and learning, mixed impacts depending on implementation and subject matter, and no clear impacts. The conclusions also grouped into three areas: virtual learning can positively impact students when implemented well, the impacts depend on various factors, and more research is still needed. General recommendations included designing for interactivity and authentic experiences.
Student Engagement and Computer-Based Technologiesjdw777
This document analyzes how computer-based technologies impact student engagement. It reviews literature on the topic and identifies four main sub-themes: 1) Technologies enhance communication between students and instructors. 2) Technologies can motivate students by making learning more convenient and interactive. 3) Students have positive attitudes towards technologies. 4) Technologies increase convenience by allowing flexible access to course content. The conclusion is that technologies generally foster greater student engagement if implemented properly.
VS Preparedness and Ongoing Support- Mary Broussardm_brssrd
This presentation discusses issues and challenges surrounding student preparedness and support for online learning. It notes that online students must be self-motivated since classes are self-paced. Teachers must work to keep students engaged and motivated to complete assignments. Because students do not have direct access to teachers, it is important for teachers to tap into each student's interests and learning styles to engage them in online learning.
This document discusses the potential of using social networks for teacher professional development. It begins by defining key terms like "networked" and explores the needs of teachers for professional development and different types of professional knowledge. It then examines the benefits and challenges of teachers using social networks, providing examples of Facebook groups created for this purpose. The document concludes by envisioning a future of collaborative problem solving, openness, and sustainable innovation through networked teacher communities.
This document discusses a study that aimed to understand how social presence and online socialization could be enhanced in the learning management system Moodle and the virtual world Second Life. The study used a qualitative case study methodology, collecting data from student interactions in both platforms. A framework was used to analyze social presence and online socialization. Results found that certain activities like collaborative tasks and discussions helped develop social presence and socialization among students. Both Moodle and Second Life showed potential for enhancing social aspects of distance learning when appropriate activities are designed.
This document discusses integrating technology into nursing education classrooms. It identifies several types of technologies that can be used, including distance learning, laptops, PDAs, virtual realities, and simulations. It also addresses surveying students and faculty on comfort with technology, providing training, and supporting technology use in classrooms. References are provided on topics like the use of Second Life, reflections on distance learning and changing pedagogies, and enhancing nursing education through informatics instruction, personal response systems, and human patient simulation.
Voice to voiceless: African Digital-immigrant students' reactions to Moodle R...baborisade
This document summarizes a study exploring African digital immigrant students' reactions to resources on a Moodle learning platform. It provides context on the digital divide in Nigeria and power dynamics between teachers and students. It then describes the configuration of Moodle at a Nigerian university to provide online resources, forums, and a wiki to support an English language course. Results showed high usage of forums and wiki by students, and the document concludes by discussing expanding blended learning efforts at the university.
An evaluation paper on the effectiveness of Digital StudyHall presented at the 2008 Annual Meeting of the American Educational Research Association.
DSH conducted this study with 4 schools over a year and found marked improvements in both teacher and student performance.
This document discusses using the virtual world Second Life for educational purposes. It begins by describing Second Life as a 3D online environment created in 2003 that allows user-generated content. Unlike games, it aims to simulate real-world settings on various topics. The number of Second Life users continues to grow as people find it useful and enjoyable. The document then outlines advantages like creating realistic simulations and role-playing opportunities, as well as disadvantages such as technical requirements. Some studies found Second Life enhances understanding and exposes students to different views. Overall, it suggests Second Life has potential for education if implemented carefully after exploring its features.
Chad Warren presented on student engagement and blended learning. The presentation discussed methods for blended learning course design, communication types, and student engagement. It reviewed findings on how technologies like wikis and virtual learning environments can encourage student participation and engagement both in and out of class. The conclusion discussed implications and limitations of using blended learning to impact student involvement.
This document provides an overview of strategies and resources for effectively integrating technology into classroom lessons and instruction. It lists various technologies that can be used, such as audio-visuals, the Internet, PowerPoint, and smart boards. It also emphasizes making the technology use innovative, engaging, relate to the curriculum, and ensuring the teacher is an expert in the technologies being used through proper planning and preparation. Examples of additional resources and articles on the topic are also provided.
This document discusses how information and communication technologies (ICT) resources can help with teaching and learning. It defines ICT resources as tools that can process, store, retrieve, transmit, and exchange information electronically. Some examples of ICT resources mentioned are computers, laptops, tablets, interactive whiteboards, projectors, video sharing platforms, and online assessment tools. The document then explains how these resources can engage students, facilitate collaboration, provide access to digital content, and support personalized learning. Finally, it provides references that discuss the role of ICT resources in promoting learning and the effectiveness of using these technologies in education.
1. The document is a list of 36 references related to multiliteracies and Web 2.0.
2. The references cover topics like how Web 2.0 tools can support new literacies, participatory learning, and digital literacy skills.
3. Many of the references also discuss the implications of Web 2.0 and new literacies for education, including how they influence student learning and teaching practices.
The presentation discusses using computer-based individualized instruction to improve student motivation and test scores. It provides examples of successful programs like PLATO and KidBiz that allow individualized learning paths. The document also discusses the need to teach 21st century skills like those learned through partnershp with the Route 21 program. Examples are provided showing improved standardized test scores with computer-based instruction programs in schools. Professional development for teachers and planning are noted as important for successful implementation.
The presentation discusses using computer-based individualized instruction to improve student motivation and test scores. It provides examples of successful programs like PLATO and KidBiz that allow individualized learning paths. The document also discusses the need to teach 21st century skills like those learned through partners programs. Studies mentioned found that computer-based instruction improved standardized test scores in areas like English language arts. The document advocates for professional development opportunities and faculty buy-in for effective implementation of these programs.
JPRE: Can every class be a Twitter chat? Cross-institutional collaboration an...Robert French
JPRE Vol. 1, No. 1 - Can every class be a Twitter chat? Cross-institutional collaboration and experiential learning in the social media classroom, Journal of Public Relations Education
Table of Contents
Research Articles
Can every class be a Twitter chat?: Cross-institutional collaboration and experiential learning in the social media classroom
Authors:
Julia Daisy Fraustino, West Virginia University
Rowena Briones, Virginia Commonwealth University
Melissa Jansoke, University of Memphis
In their own words: A thematic analysis of students’ comments about their writing skills in mass communication programs
Authors:
Scott Kuehn, Clarion University of Pennsylvania
Andrew Lingwall, Clarion University of Pennsylvania
Teaching Briefs
Integrating leadership in public relations education to
develop future leaders
Author:
Juan Meng , University of Georgia
1) Three-dimensional virtual worlds have potential for creating innovative learning environments and some universities are using platforms like Second Life for educational purposes.
2) However, educational usage of 3D virtual worlds in Turkey is currently inadequate, with few practical educational applications despite growing academic interest.
3) For 3D virtual worlds to be more widely used for education in Turkey, educational applications need to be developed and implemented based on recommendations from academic research.
A bibliography on teaching in Second Life adapted from ARTICLES ABOUT TEACHING & SECOND LIFE by Rocky Vallejo AKA Bill Sowers, State Library of Kansas. Put online for Florida Library Association poster session, April 8, 2010 by Ilene Frank and Joe Floyd
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This document summarizes the author's research from 2004-2014 on ICT integration in education. It outlines several key areas of focus including the influence of teacher and school characteristics on ICT use, different types of ICT use in primary education, determinants of ICT use, teacher beliefs about ICT, qualitative approaches to understanding technology integration, strategies for preparing teachers to integrate technology, and professional development for ICT integration. It also lists several works in progress and provides an overview of the author's publications available online.
This document summarizes 15 studies on the impact of virtual learning environments on student learning. The studies examined topics such as virtual labs, online learning, and virtual software. The findings from the studies fell into three main groups: positive impacts on student engagement and learning, mixed impacts depending on implementation and subject matter, and no clear impacts. The conclusions also grouped into three areas: virtual learning can positively impact students when implemented well, the impacts depend on various factors, and more research is still needed. General recommendations included designing for interactivity and authentic experiences.
Student Engagement and Computer-Based Technologiesjdw777
This document analyzes how computer-based technologies impact student engagement. It reviews literature on the topic and identifies four main sub-themes: 1) Technologies enhance communication between students and instructors. 2) Technologies can motivate students by making learning more convenient and interactive. 3) Students have positive attitudes towards technologies. 4) Technologies increase convenience by allowing flexible access to course content. The conclusion is that technologies generally foster greater student engagement if implemented properly.
VS Preparedness and Ongoing Support- Mary Broussardm_brssrd
This presentation discusses issues and challenges surrounding student preparedness and support for online learning. It notes that online students must be self-motivated since classes are self-paced. Teachers must work to keep students engaged and motivated to complete assignments. Because students do not have direct access to teachers, it is important for teachers to tap into each student's interests and learning styles to engage them in online learning.
This document discusses the potential of using social networks for teacher professional development. It begins by defining key terms like "networked" and explores the needs of teachers for professional development and different types of professional knowledge. It then examines the benefits and challenges of teachers using social networks, providing examples of Facebook groups created for this purpose. The document concludes by envisioning a future of collaborative problem solving, openness, and sustainable innovation through networked teacher communities.
This document discusses a study that aimed to understand how social presence and online socialization could be enhanced in the learning management system Moodle and the virtual world Second Life. The study used a qualitative case study methodology, collecting data from student interactions in both platforms. A framework was used to analyze social presence and online socialization. Results found that certain activities like collaborative tasks and discussions helped develop social presence and socialization among students. Both Moodle and Second Life showed potential for enhancing social aspects of distance learning when appropriate activities are designed.
This document discusses integrating technology into nursing education classrooms. It identifies several types of technologies that can be used, including distance learning, laptops, PDAs, virtual realities, and simulations. It also addresses surveying students and faculty on comfort with technology, providing training, and supporting technology use in classrooms. References are provided on topics like the use of Second Life, reflections on distance learning and changing pedagogies, and enhancing nursing education through informatics instruction, personal response systems, and human patient simulation.
Voice to voiceless: African Digital-immigrant students' reactions to Moodle R...baborisade
This document summarizes a study exploring African digital immigrant students' reactions to resources on a Moodle learning platform. It provides context on the digital divide in Nigeria and power dynamics between teachers and students. It then describes the configuration of Moodle at a Nigerian university to provide online resources, forums, and a wiki to support an English language course. Results showed high usage of forums and wiki by students, and the document concludes by discussing expanding blended learning efforts at the university.
An evaluation paper on the effectiveness of Digital StudyHall presented at the 2008 Annual Meeting of the American Educational Research Association.
DSH conducted this study with 4 schools over a year and found marked improvements in both teacher and student performance.
This document discusses using the virtual world Second Life for educational purposes. It begins by describing Second Life as a 3D online environment created in 2003 that allows user-generated content. Unlike games, it aims to simulate real-world settings on various topics. The number of Second Life users continues to grow as people find it useful and enjoyable. The document then outlines advantages like creating realistic simulations and role-playing opportunities, as well as disadvantages such as technical requirements. Some studies found Second Life enhances understanding and exposes students to different views. Overall, it suggests Second Life has potential for education if implemented carefully after exploring its features.
Chad Warren presented on student engagement and blended learning. The presentation discussed methods for blended learning course design, communication types, and student engagement. It reviewed findings on how technologies like wikis and virtual learning environments can encourage student participation and engagement both in and out of class. The conclusion discussed implications and limitations of using blended learning to impact student involvement.
This document provides an overview of strategies and resources for effectively integrating technology into classroom lessons and instruction. It lists various technologies that can be used, such as audio-visuals, the Internet, PowerPoint, and smart boards. It also emphasizes making the technology use innovative, engaging, relate to the curriculum, and ensuring the teacher is an expert in the technologies being used through proper planning and preparation. Examples of additional resources and articles on the topic are also provided.
This document discusses how information and communication technologies (ICT) resources can help with teaching and learning. It defines ICT resources as tools that can process, store, retrieve, transmit, and exchange information electronically. Some examples of ICT resources mentioned are computers, laptops, tablets, interactive whiteboards, projectors, video sharing platforms, and online assessment tools. The document then explains how these resources can engage students, facilitate collaboration, provide access to digital content, and support personalized learning. Finally, it provides references that discuss the role of ICT resources in promoting learning and the effectiveness of using these technologies in education.
1. The document is a list of 36 references related to multiliteracies and Web 2.0.
2. The references cover topics like how Web 2.0 tools can support new literacies, participatory learning, and digital literacy skills.
3. Many of the references also discuss the implications of Web 2.0 and new literacies for education, including how they influence student learning and teaching practices.
The presentation discusses using computer-based individualized instruction to improve student motivation and test scores. It provides examples of successful programs like PLATO and KidBiz that allow individualized learning paths. The document also discusses the need to teach 21st century skills like those learned through partnershp with the Route 21 program. Examples are provided showing improved standardized test scores with computer-based instruction programs in schools. Professional development for teachers and planning are noted as important for successful implementation.
The presentation discusses using computer-based individualized instruction to improve student motivation and test scores. It provides examples of successful programs like PLATO and KidBiz that allow individualized learning paths. The document also discusses the need to teach 21st century skills like those learned through partners programs. Studies mentioned found that computer-based instruction improved standardized test scores in areas like English language arts. The document advocates for professional development opportunities and faculty buy-in for effective implementation of these programs.
JPRE: Can every class be a Twitter chat? Cross-institutional collaboration an...Robert French
JPRE Vol. 1, No. 1 - Can every class be a Twitter chat? Cross-institutional collaboration and experiential learning in the social media classroom, Journal of Public Relations Education
Table of Contents
Research Articles
Can every class be a Twitter chat?: Cross-institutional collaboration and experiential learning in the social media classroom
Authors:
Julia Daisy Fraustino, West Virginia University
Rowena Briones, Virginia Commonwealth University
Melissa Jansoke, University of Memphis
In their own words: A thematic analysis of students’ comments about their writing skills in mass communication programs
Authors:
Scott Kuehn, Clarion University of Pennsylvania
Andrew Lingwall, Clarion University of Pennsylvania
Teaching Briefs
Integrating leadership in public relations education to
develop future leaders
Author:
Juan Meng , University of Georgia
1) Three-dimensional virtual worlds have potential for creating innovative learning environments and some universities are using platforms like Second Life for educational purposes.
2) However, educational usage of 3D virtual worlds in Turkey is currently inadequate, with few practical educational applications despite growing academic interest.
3) For 3D virtual worlds to be more widely used for education in Turkey, educational applications need to be developed and implemented based on recommendations from academic research.
A bibliography on teaching in Second Life adapted from ARTICLES ABOUT TEACHING & SECOND LIFE by Rocky Vallejo AKA Bill Sowers, State Library of Kansas. Put online for Florida Library Association poster session, April 8, 2010 by Ilene Frank and Joe Floyd
Similar to Engaging emerging populations of adults with 3D learning environments (20)
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Engaging emerging populations of adults with 3D learning environments
1. Engaging Emerging Populations of Adults in a 3D Virtual Learning Environment Kristin Woods Regional Extension Agent/Alabama Cooperative Extension System May 26, 2010 NETC 2010
2. Background Information Social interaction is important Torell, R., Bruce, B., & Kvasnicka, B. (1999) Promoting and organizing agricultural extension meetings. Journal of Extension. 37(1), Available at: http://www.joe.org/joe/1999february/tt1.shtml Learning is associated with a sense of belonging De Lucia, A., Francese, R., Passero, I., & Tortora, G. (2008) Development and evaluation of a virtual campus on Second Life: The case of SecondDMI. Computers and Education, 52(1), 220-233. 5/27/2010
3. Background Information 5/27/2010 Second Life increases engagement Jarmon, L., Traphagan, T., & Mayrath, M. (2008) Understanding project-based learning in Second Life with a pedagogy, training, and assessment trio. Educational Media International, 45(3), 157-176.
4. Objectives Develop an interactive learning experience in a 3D virtual learning environment Develop instructional content to accompany the learning module Develop an evaluation tool to measure the social interaction, perception, and content of the learning module. 5/27/2010
21. Conclusions Users felt a great deal of presence Appropriate and useful for this content (food sanitation immersive experience) Pro-social needs were met, but could be improved upon 5/27/2010
22. What’s next? Measure changes in knowledge, skills, and attitudes Measure transfer of knowledge to RL Compare Baby Boomers, Gen X, and Millennials 5/27/2010
23. With thanks to eXtension LuAnn Philips luann.phillips@extension.org DmitreRaposo, Graphics Designer National, state, and local partners NETC 2010 5/27/2010
Started in 2003Over 6 million users1.4 million users logged on in the past 60 daysUp to 85,000 users online worldwide at any given timeOrientationGetting around – walking, flying, teleportingInworld - Tutorials, classes, mentorsExternal - Books, websites, blogs, email lists, social media groupsJoin Groups - find areas of interest to youFind friends, old and new – go to eventsGet someone who is already in-world to give you a tourAs you get more involved int the community you begin to feel more presence – in other words, you feel as if you are there.Birds flying over headLeaves blowing in the breezeAnimals making noises
This picture show a typical notecard. This appears when the participant clicks on the cutting board with raw meat and vegetables on it. After finding the hazards and collecting the passwords participants and then go to the phone booth. The recording on the phone tells them to teleport to the office. Once they arrive, they view the second video. It was necessary to move participants to a different location to prevent cheating.
In the past, learning modules of this type have been evaluated as asynchronous activities. However, in order to capitalize on the social advantage this media has to offer, participants were asked to go through the activity as a group but fill out the survey independently. This evaluation scheme is new to eXtension and offered some unique challenges to prevent participants from cheating. For instance, it was necessary to teleport avitars, or 3D virtual representatives of participants, to a different virtual location for the survey to prevent them from bypassing the activity. Evaluation of user perception, social interaction, and educational content of the virtual learning module, was accomplished through a chat based survey instrument (Figure 5). Five questions were asked from each realm. This portion of the survey instrument was validated using the card sort method. Additionally, two demographic questions were asked to reveal the Second Life and real life experience of participants and ten knowledge based questions were included to be used at a later date. A census survey was used to collect data from each participant visiting the Virtual Inspector Kitchen. Fifteen participants successfully completed the survey. The data was compiled and summarized to reveal trends. A chi-squared test was conducted to reveal differences in participant response by amount of experience in Second Life, however, the sample size was insufficient to identify statistical differences.
shows participant scores by questions related to the realm of user perception. These positive findings facilitate the use of experiential learning since the user feels a great deal of presence, or that they are immersed in the space. The idea that increased immersion will improve learning has its roots in traditional social learning theory. We hope that this high level of presence will translate into RL changes in behavior.
shows participant scores by questions related to the realm of educational content.Participant comments revealed that they thought the activity itself was not difficult, but the evaluation scheme was somewhat complex.
shows participant scores by questions related to the realm of social interactionThe activity announcement stated that the first 20 participants to complete the activity would receive the stipend. It is possible that this created a competitive environment in which participants were hesitant to communicate with one another. Very little communication among participants was observed in public chat, however it cannot be determined if the participants were communicating in private chat.
This learning module will be used as portion of a larger project involving the establishment of an eXtension Community of Practice. This larger project will incorporate public and private chat, communication with a food safety expert in real time, and learners and educators working as a collaborative group. These added methods of communication and socialization will be beneficial for learners to acquire the perception that they are members of the community. The online virtual learning community also lends itself well to the incorporation of evaluation tools such as online surveys to assess the effectiveness of the project as a learning tool. Future studies will focus on enriching the asynchronous activity by encouraging participants to communicate with one another. Additional priorities will be the development of an evaluation scheme to measure knowledge and impact. The lessons learned in this unique attempt at evaluating the social component of the activity will be useful in the consideration of future evaluations.
McCann (2007) found that a highly interactive, multimedia-rich online learning environment was as effective as face to face and a minimally interactive environment. Most of McCann’s participants reported having previously not taken an online course before and several had negative attitudes about online learning from the beginning (McCann, 2007). The utility of this information is limited because typical learners in virtual learning environments are there by choice, not because they were assigned the virtual learning environment as part of an experimental group of a study. In contrast, in the current study, participants who were already familiar with the virtual community were recruited from the general population of the Second Life community. Adult students who voluntarily engage in an online learning community for information would be more inclined to learn in this manner.