Ethics of virtual worlds dir cut
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This document discusses the ethics of teaching in immersive virtual worlds. It outlines some risks such as students not taking it seriously and negatively impacting learning, issues around student embodiment and exposure, and potential for "griefing" and crashing simulations. It also presents an ethical dilemma about some students refusing to participate due to discomfort. Some possible responses are presented, such as allowing objections, contesting a right to not be offended, making participation optional, or ditching virtual worlds altogether. References are also provided.
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The document discusses a project that streamed theatre performances between students in Amsterdam and Warwick using virtual classrooms. Modules were developed to link the intercultural aspects of performance and connect the students. A series of videoconference sessions and online tasks were created to achieve the educational aims. Students created a pictorial essay using images and video as their assessment. Various technologies like blogs, forums, and videoconferencing software were integrated through a course website to facilitate the virtual exchange. Challenges included scheduling, copyright clearance, and technical issues with some of the software platforms.
Communication Strategies For Teams
This document outlines a workshop on communication strategies for research teams. It discusses common communication issues, available tools like meetings, emails and social media. It provides pros and cons of each tool. The document encourages participants to develop a communication matrix and strategy for their own team, considering who needs what information and how to effectively use tools like blogs, emails and instant messaging. Good practices are suggested for different tools to help teams communicate effectively.
Introduction To Elearning 2008
This document provides an overview of e-learning resources and technologies that can be used to support online and blended learning. It discusses virtual learning environments, learning resources like videos and web pages, and communication tools like forums, blogs and videoconferencing. It also addresses collaborative learning, synchronous conferencing options, and combining different technologies. Support resources at the University are outlined, including pedagogical consultancy, tools, and funding sources to support e-learning development and implementation.
Design principles for digital repostories March 2005
Output of the X4L project ARCHES outlining the pinciples for effective design of repositories identified during the project
Learning Patterns for Maths Games June 2006
The document discusses a research project with two parts: a design strand to develop design patterns for mathematical games, and a deployment strand where partners deployed and researched a chosen game in classrooms. The deployment strand defined deployment as a game's integration into a teacher's learning program after leaving the design process. Initial findings from deployment in June noted difficulties installing games, lack of intuitive use, unclear curriculum alignment, and value of tips for classroom activities.
Teaching via videoconferencing Sept 2004
Outputs of the ANNIE project identifying good practice in learning and teaching using videoconferencing
Performance in Telemaric Spaces Nov 2004
Telematic performance involves linking remote performance spaces through telecommunications to create a shared virtual performance space. The document discusses a workshop on telematic performance between universities in Canterbury and Exeter that failed due to technical issues like delays and image freezing. It also discusses other examples of telematic performance and debates whether the genre is a new form of creative expression or if it lacks the corporeal aspects of live performance.
EDIT4L presentation ALT-C Sept 2007
The document discusses online learning design toolkits and their use. It summarizes feedback on two existing tools, DialogPlus Toolkit and Learning Activity Management System. Users disliked some interfaces and educational models being too linear or complex. The document also suggests improvements for new tools, like making them more user-configurable and navigable. Barriers to embedding the tools mentioned include perceptions of increased work and limiting flexibility. It raises questions about whether current tools are effective and how use could be improved.
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Ethics of virtual worlds dir cut
- 1. Ethics of teaching in immersive virtual worlds (IVWs) Mark Childs mark.childs@coventry.ac.uk SL: Gann McGann 052A84
- 2. Where are we with IVWs? Demonstrable educational benefit Most effective uses still being determined Still have certain risks involved Questions: What are the risks? How do we limit these risks? What are the ethical implications? Do the risks outweigh the benefits?
- 3. Risks to learning Wasting students’ opportunities to learn because it doesn’t work Ability to learn undermined by students not taking it seriously1
- 4. Risks to students Social space, therefore potential for griefing Embodiment, therefore self-consciousness and exposure Virtual worlds may be intrinsically deceptive1 Attachment to virtual objects and avatar2
- 5. Risks to virtual community Students breaking social conventions Crashing sims
- 6. An ethical dilemma You want to run a session in Second Life – looking at the options you’ve decided it’s the best way to do it. However some students are refusing to take part because of reports in the press, others have taken part but do not want to go back because they have been offended. What do you do?
- 7. “Please excuse me from the IT session tomorrow. I have thought hard about this idea of virtual travel and experience, and it's not something I am drawn to at all! In fact, I rather think all the opportunities which are available to participants sound rather unhealthy. Personal interaction and real experiences are much more positive.” “the community seems to tend towards the seedy or the disturbing (I once followed round a spawn point by a 'man' with a virtual penis, which is frankly just creepy no matter how liberal or worldly you are)”
- 8. Principles informing use No uncritical acceptance of any technology but no automatic gainsaying of any technology Make all “reasonable adjustments” to facilitate inclusion without compromising providing new, engaging and diverse learning experiences Safeguard (HE) students from harm but not legitimise withdrawal due to offence and discomfort
- 9. Possible responses Beginning first session with an opportunity to voice objections and analyse these Contest students’ belief that they have a right not to be offended Allowing students to opt out if they can find alternative means to attain learning objectives3 A “walled garden” Making all learning using IVWs optional Ditch the use of IVWs altogether
- 10. References Pasquinelli, E. (2010) The Illusion of Reality: Cognitive Aspects and Ethical Drawbacks: The Case of Second Life, in C. Wankel and S. Malleck (eds.) Emerging Ethical issues of Life in Virtual Worlds, North Carolina: Information Age Pubishing, 197 – 216 Grimes, J.M., Fleischmann, K.R., and Jaeger, P.T. (2010) Research Ethics and Virtual Worlds in C. Wankel and S. Malleck (eds.) Emerging Ethical issues of Life in Virtual Worlds, North Carolina: Information Age Pubishing, 73 – 100 Frances Deepwell (2010) Personal communication