presentation made at iVERG conference 2011 - Immersive Technologies for Learning: Virtual implementation, real outcomes. Held on 27-28 June, Middlesbrough, UK.
This presentation was delivered at the Higher Education Research Group Conference which took place at Sheffield Hallam University on 22 June 2012 http://hersg.wordpress.com/
This presentation was delivered at the Higher Education Research Group Conference which took place at Sheffield Hallam University on 22 June 2012 http://hersg.wordpress.com/
The 'Network for Mobile Learning Scenarios'. A network for developing and dis...Judith S.
The 'Network for Mobile Learning Scenarios'. A network for developing and distributing mobile learning practice.
Dr. Judith Seipold
London Mobile Learning Group (LMLG)
UNESCO Mobile Learning Week 2015 · Workshop
February 23rd, 2015, UNESCO Headquarters, Paris
What does the future of design for online learning look like? Emerging techno...George Veletsianos
These are the slides of an invited talk I gave at ICEM 2012. The session was described as follows: What will we observe if we take a long pause and examine the practice of online education today? What do emerging technologies, openness, Massive Open Online Courses, and digital scholarship tell us about the future that we are creating for learners, faculty members, and learning institutions? And what does entrepreneurial activity worldwide surrounding online education mean for the future of education and design? In this talk, I will discuss a number of emerging practices relating to online learning and online participation in a rapidly changing world and explain their implications for design practice. Emerging practices (e.g., open courses, researchers who blog, students who use social media to self-organize) can shape our teaching/learning practice and teaching/learning practice can shape these innovations. By examining, critiquing, and understanding these practices we will be able to understand potential futures for online learning and be better informed on how we can design effective and engaging online learning experiences. This talk will draw from my experiences and research on online learning, openness, and digital scholarship, and will present recent evidence detailing how researchers, learners, educators are creating, sharing, and negotiating knowledge and education online.
Designing and evaluating incidental learningAndrew Brasher
Presented at the CALRG Annual Conference, June 2015. http://www.open.ac.uk/research-groups/calrg/conferences/annual-conference
Abstract
Over the past three years we have been developing a framework intended to facilitate both the occurrence and evaluation of incidental learning. This work has been part of the MASELTOV project, supported by the European Commission, eInclusion programme FP7-ICT-7. The project intends to exploit the potential of mobile services for promoting integration and cultural diversity in Europe, and is focusing on support for immigrants with particular needs e.g. those who have not learned foreign languages, and who have a cultural background that contrasts with that of their host country.
The goal of the Incidental Learning Framework is to facilitate the creation of technology rich learning opportunities which emanate from incidental learning i.e. learning that is spontaneous and unplanned. As a design tool its use should encourage links and triggers to structured and reflective learning to back up and deepen learning that happens incidentally. The framework is a descriptive mechanism that enhances analysis and evaluation of incidental learning, and a generative tool to support discussions around software system design. It facilitates the communication of learning design ideas both visually and textually.
Initial work was presented at the CALRG conference in 2012, and the framework has been under development since that time (Brasher et al., 2012, Gaved et al., 2013, Kukulska-Hulme et al., in press). Development of the framework has included expert evaluation, and changes in response to data acquired from field trials of a mobile app intended to support language and cultural learning. In this paper we describe the development, use and evaluation of the framework to date, and reflect on lessons learnt.
Presentation for DTCE at Manchester University looking at a range of digital projects I have worked on since 1995 and highlighting some possible digital futures of education
The 'Network for Mobile Learning Scenarios'. A network for developing and dis...Judith S.
The 'Network for Mobile Learning Scenarios'. A network for developing and distributing mobile learning practice.
Dr. Judith Seipold
London Mobile Learning Group (LMLG)
UNESCO Mobile Learning Week 2015 · Workshop
February 23rd, 2015, UNESCO Headquarters, Paris
What does the future of design for online learning look like? Emerging techno...George Veletsianos
These are the slides of an invited talk I gave at ICEM 2012. The session was described as follows: What will we observe if we take a long pause and examine the practice of online education today? What do emerging technologies, openness, Massive Open Online Courses, and digital scholarship tell us about the future that we are creating for learners, faculty members, and learning institutions? And what does entrepreneurial activity worldwide surrounding online education mean for the future of education and design? In this talk, I will discuss a number of emerging practices relating to online learning and online participation in a rapidly changing world and explain their implications for design practice. Emerging practices (e.g., open courses, researchers who blog, students who use social media to self-organize) can shape our teaching/learning practice and teaching/learning practice can shape these innovations. By examining, critiquing, and understanding these practices we will be able to understand potential futures for online learning and be better informed on how we can design effective and engaging online learning experiences. This talk will draw from my experiences and research on online learning, openness, and digital scholarship, and will present recent evidence detailing how researchers, learners, educators are creating, sharing, and negotiating knowledge and education online.
Designing and evaluating incidental learningAndrew Brasher
Presented at the CALRG Annual Conference, June 2015. http://www.open.ac.uk/research-groups/calrg/conferences/annual-conference
Abstract
Over the past three years we have been developing a framework intended to facilitate both the occurrence and evaluation of incidental learning. This work has been part of the MASELTOV project, supported by the European Commission, eInclusion programme FP7-ICT-7. The project intends to exploit the potential of mobile services for promoting integration and cultural diversity in Europe, and is focusing on support for immigrants with particular needs e.g. those who have not learned foreign languages, and who have a cultural background that contrasts with that of their host country.
The goal of the Incidental Learning Framework is to facilitate the creation of technology rich learning opportunities which emanate from incidental learning i.e. learning that is spontaneous and unplanned. As a design tool its use should encourage links and triggers to structured and reflective learning to back up and deepen learning that happens incidentally. The framework is a descriptive mechanism that enhances analysis and evaluation of incidental learning, and a generative tool to support discussions around software system design. It facilitates the communication of learning design ideas both visually and textually.
Initial work was presented at the CALRG conference in 2012, and the framework has been under development since that time (Brasher et al., 2012, Gaved et al., 2013, Kukulska-Hulme et al., in press). Development of the framework has included expert evaluation, and changes in response to data acquired from field trials of a mobile app intended to support language and cultural learning. In this paper we describe the development, use and evaluation of the framework to date, and reflect on lessons learnt.
Presentation for DTCE at Manchester University looking at a range of digital projects I have worked on since 1995 and highlighting some possible digital futures of education
Фонд "Відродження" про складання аплікаційних формГО "Поступ"
Презентація Міжнародного фонду "Відродження" про типові помилки при складанні заявок (31.05.11 р., Харків, ГО "Поступ")
Докладна інформація про захід - http://postup.kh.ua/?p=6899
maximising collaboration in a tutorial settingAna Loureiro
TLTC2010 - teaching and learning with technology conference (virtual presentation at Second Life), University of North Carolina.
15 April 2010.
Ana Loureiro, David Wood & Teresa Bettencourt
This paper summarises recent findings from UCISA case study and survey research on the pace of change in the institutional adoption of technology enhanced learning tools across the UK higher education sector, and will address the rise of student-controlled and creative technologies to promote information, knowledge-sharing and networking in learning and teaching activities. Current generations of students are now arriving on campus with the expectation that their technologies will seamlessly interconnect with university services and support their learning experience. The paper discusses the impact these technological developments are having on the delivery of campus-based courses – specifically the scope that learning technologies now present for innovation in the delivery of the taught curriculum. Through a presentation of case examples from the University of York we consider how the affordances of mobile and online learning technologies are being applied to support active learning opportunities for students.
Talk from iPED 2010. Reviews how Open Context Model of Learning and the PAH Continuum can be applied to the craft of teaching. References sample courses and current debates such as Digital Literacies.
Presentation on Innovating Pedagogy given by Professor Rebecca Ferguson of The Open University at the International Conference on Open and Innovative Education, held in Hong Kong on 13 July 2022. The presentation was given remotely.
OER collaborators beyond borders: The case of Brazil 2010_06_29OLnet Initiative
Presentation by Andreia Inamorato dos Santos at the "OER and LabSpace: from OER content to OER community" workshop on 29th June 2010 organised by The Support Centre for Open Resources in Education (SCORE)
Open cross institutional academic cpd: unlocking the potential Sue Beckingham
Chrissi Nerantzi and Sue Beckingham presenting at the 19th Annual SEDA Conference 13-14 November 2014, Nottingham
Redecker et al (2011, 9) note that “The overall vision is that personalisation, collaboration and informalisation (informal learning) will be at the core of learning in the future. “ Our world is changing rapidly. Educators need to quickly adapt and change and develop new learning and teaching strategies that are fit for our times. Informal networks and open development opportunities enabled and extended through digital technologies are valuable to connect with other practitioners, share practices, support each other and innovate in collaboration with others within and beyond their own institutions.
Seely Brown (2012, 14) talked about the “Big Shift” driven by “digital innovation” and characterised by “exponential change and emergence, socially and culturally”. Can we afford to stay where we are and do what we always did? Or is there a need for academic development to maximise on opportunities to remain current, innovate but also model flexible, forward facing and sustainable practices which connect, engage and have the potential to transform practices and enhance the student experience. The European Commission(2013) calls institutions to join-up and open-up. Could this be a sustainable solution for academic CPD?
Bring Your Own Devices for Learning (BYOD4L) is an open development opportunity for educators and students, developed by academic developers in two institutions. It builds on open learning ecologies (Jackson, 2013), the concept of lifewide learning (Jackson, 2014) and the ethos of sharing, collaboration and co-creation of pedagogical interventions and collective innovation within a supportive community enabled through social media. BYOD4L brought individuals together to learn how they can use their smart devices for learning through reflection and active experimentation. BYOD4L has been offered twice so far, initially with a group of distributed facilitators and then with five participating institutions. Expectations and value of BYOD4L from both iterations will be shared with delegates. The open CPD framework developed maximised on the expertise and the resources available by the community and participating individuals and institutions and created a rich and diverse and multimodal learning ecology. This is the approach adopted in BYOD4L. Does the open cross-institutional CPD framework developed present an attractive solution for institutions more widely that has the potential to normalise the use of technology for learning?
Keynote on 'Pedagogies for Today' given by Professor Rebecca Ferguson of The Open University at the International Conference on Computers in Education (ICCE 2022), a hybrid conference based in Kuala Lumpur, Malaysia.
Lesley Doyle: Expansive Learning in Lifelong Learning Virtual Communities of ...Randolph Preisinger-Kleine
This presentation explains the theoretical lens and its practical outcome for an ongoing project. The purpose of the project (called DISCUSS) is the development of a state-of-the-art platform for Virtual Communities of Practice (VCoPs) in lifelong learning. The aim is to foster dialogue and exchange, in a collaborative environment, between the beneficiaries and users of the Lifelong Learning Program of the European Union. The beneficiaries include actors from a wide range of existing LLL projects, experts, stakeholders, decision makers and end users.
For the DISCUSS group members to begin the work of establishing and developing the VCoPs they needed first to ensure they had a clear and collectively acceptable theoretical lens. There are two parts to the theoretical framework we constructed for the project.
The first part was adapted from the key principles of Wenger et al’s (2002) notion of Community of Practice (CoP). The other part is based on Engeström’s (2001) theory of expansive learning.
In the presentation, I will begin with explaining why and how we developed the two complemetary parts to our theoretical lens. We knew that for CoPs to be developed from existing LLL projects, and become VCoPs, they needed to attract, engage and motivate the members to scaffold collaboration and mutual learning between their different projects.
The VCoPs had to be stimulating, relevant and of value to the members. So from the theoretical framework we developed a 12 step process for the DISCUSS virtual platform’s five ‘starter’ VCoPs, one for each of the five themes/CoPs identified for early development. In the presentation I will go on to demonstrate how expansive learning provides a very practical way of understanding and putting into operation the 12 step process.
I will also highlight the pivotal role played by DISCUSS as a creator, developer and propagator of shared or ‘boundary’ objects (eg knowledge repositories and graphic models) and as a provider of the appropriate tools needed by the VCoPs to connect, create and grow.
DISCUSS can be found at:
http://www.discuss-community.eu
Invited presentation at CZEDUCON2022, International Conference on Strategy and Policy in Higher Education, November 2022 Prague. An official event of the Czech Presidency of the Council of the European Union. https://czeducon.cz/
The significant opportunities and challenges that learners, educators, resear...George Veletsianos
Today's institutions of higher learning bear little resemblance to the institutions that preceded them, as technological, economic, political, and socio-cultural factors transform societies and the institutions that exist within them. In this talk, I will explore the significant opportunities and challenges facing today's higher institutions of learning. I will discuss my research findings on social media, open online learning, and networked participation, and examine emerging models for learning, teaching, and scholarship. Through this discussion, we will reflect on the values and ideals of educational and knowledge systems and the congruency of these ideals with the systems that are currently being created.
Recursos Educativos Abertos: 101 toolkit para educadores e pesquisadoresAna Loureiro
III Simpósio Internacional e VI Nacional de Tecnologias Digitais na Educação – VI – SNTDE 2021, promovido pelo Grupo de Estudos e Pesquisas Sobre Tecnologias Digitais na Educação – GEP - TDE da Universidade Federal do Maranhão - UFMA.
5 a 15 de Outubro de 2021
https://doity.com.br/sntde2021
Media and Information Literacy (MIL): perspectiva atemporalAna Loureiro
Comunicação apresentada da Sessão Especial "Information Literacy - Perspectives, Challenges and Trends" do Congresso Internacional Literacias no Século XXI (ICCL2021) | Uma organização do Politécnico de Portalegre, Instituto Politécnico de Beja e Instituto Politécnico de Santarém (julho 2021)
https://xxicl.ipportalegre.pt/
Recursos e projetos educativos digitais [uma busca na rede...]Ana Loureiro
Apresentação, a convite da Professora Teresa Bettencourt e da Professora Daniela Pedrosa, no âmbito da sessão “TIC e EB – Explorar e aprender… E os projetos nascem!” | Unidade Curricular de TIC e Educação Básica (TIC e EB) do 3.º ano da Licenciatura em Educação Básica do Departamento de Educação e Psicologia da Universidade de Aveiro | julho’21
Acesso Aberto e Formação ao Longo da Vida - PerspetivasAna Loureiro
VIII Congresso Nacional das Universidades Seniores _ 24 março 2021 [online]
http://www.rutis.pt/article/view/28/congresso-nacional-inovacao-na-educacao-para-seniores
Recursos Digitais em Educação: um caminho para a capacitação de professoresAna Loureiro
2.º Encontro de Práticas Pedagógicas no Ensino a Distância
11 julho 2020
ESTGL IPViseu
acesso à apresentação: https://docs.google.com/presentation/d/e/2PACX-1vQd2B_dVbAkbPc5Md7LplLQcP9gXmZMgzVWQR5p_Sg7pRCnFc6wS3bAobzYIhPmfTF36xeIREmG-5mm/pub?start=false&loop=false&delayms=3000
Padlet do encontro: https://padlet.com/ambientesinovadoreslamego/j9d5ym2w0yt5w3ni
Apresentação feita no 25.° CIAED Congresso Internacional ABED de Educação a Distância. Mesa Redonda "Panorama da Pesquisa em Tecnologias e Educação a Distância em Portugal".
Workshop (BYOD) Ciência Aberta e Recursos Educacionais Abertos no âmbito do Mestrado Recursos Digitais em Educação (UC de Recursos Educativos Digitais e Ambientes Educativos Inovadores). Dinamizado pelas docentes Ana Loureiro e Dina Rocha.
Construção de Conhecimento em Ambientes VirtuaisAna Loureiro
Construção de Conhecimento em Ambientes Virtuais - influência das relações interpessoais.
Apresentação da tese de Doutoramento em Multimédia em Educação
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1. Conference 2011Immersive Technologies for Learning: Virtual implementation, real outcomes Extending collaborative learning beyond the boundaries of the physical classroom through virtual environments Loureiro, Bettencourt & Santos Middlesbrough, 27-28thJune 2011
2. iVERGConference2011 > Extendingcollaboartivelearningbeyondtheboundariesofthephysicalclassroomthrough virtual environments Loureiro, Bettencourt & Santos | Middlesbrough – UK | 27-28 June 2011
3. benefitsof social technologiesfor connectinglearners (McLoughlin & Lee, 2007) (Kreijns, Kirschner & Jochems, 2003) Participatory learning: foster participation in creation/editing of content Collaborative learning – collaborative knowledge construction information shared by individuals can be recombined to create new forms, concepts, ideas, mash-ups and services Autonomous learning: share, communicate, and discover information in communities Communication and interaction capabilities Rich opportunities for networking Life long learning(join the wisdom of the crowds) develop digital competences & support life long development iVERGConference2011 > Extendingcollaboartivelearningbeyondtheboundariesofthephysicalclassroomthrough virtual environments Loureiro, Bettencourt & Santos | Middlesbrough – UK | 27-28 June 2011
4. challengesof social technologiesfor connectinglearners (McLoughlin & Lee, 2007) (Kreijns, Kirschner & Jochems, 2003) Motivation to interact: Taking for granted learners’ capabilities and motivation to interact Social interaction will NOT automatically occur just because technology allows it. Learning environment: Borders of the learning environment become diffused Transient environments Planning and management: understanding the dynamics of web 2.0 moderation requirement, careful planning iVERGConference2011 > Extendingcollaboartivelearningbeyondtheboundariesofthephysicalclassroomthrough virtual environments Loureiro, Bettencourt & Santos | Middlesbrough – UK | 27-28 June 2011
5. challengesof social technologiesfor connectinglearners (McLoughlin & Lee, 2007) (Kreijns, Kirschner & Jochems, 2003) Instructional Design: Difficulties in designing the new models of teaching & learning Lower media richness: Constrains direct communication and decision making. Communication anxiety: Higher level of anxiety associated with computer-mediated communication may limit the degree of social interaction Relationship building and group dynamics: Students need to trust each other, feel a sense of belonging, and feel close to each other before they engage in collaboration and sharing - sense of community belonging iVERGConference2011 > Extendingcollaboartivelearningbeyondtheboundariesofthephysicalclassroomthrough virtual environments Loureiro, Bettencourt & Santos | Middlesbrough – UK | 27-28 June 2011
8. Only meet each class 1xweekwork in groups actively participate & collaborate in class activities How to engageallstudents? How to supportallstudents? VW + Web 2.0 iVERGConference2011 > Extendingcollaboartivelearningbeyondtheboundariesofthephysicalclassroomthrough virtual environments Loureiro, Bettencourt & Santos | Middlesbrough – UK | 27-28 June 2011
9. challenges(researchermotivation) Teacher challenge cover some theoretical subjects as part of the course curriculum in a more creative way; help students to understand the importance of sharing and discussing information in an open manner; provide tutorial support to the part-time class through a virtual environment. Researcher challenge to encourage collaboration, sharing and class cohesion ‘out of hours’ by providing means for students and teacher to interact. to evaluate the effectiveness of blended learning as a tool to achieve the teaching goals iVERGConference2011 > Extendingcollaboartivelearningbeyondtheboundariesofthephysicalclassroomthrough virtual environments Loureiro, Bettencourt & Santos | Middlesbrough – UK | 27-28 June 2011
10.
11. learningtheories(research) “I store my knowledge in my friends”” connecting Social learningisabout establishing relationships communicating interacting Connectivism/ Social Constructivism iVERGConference2011 > Extendingcollaboartivelearningbeyondtheboundariesofthephysicalclassroomthrough virtual environments Loureiro, Bettencourt & Santos | Middlesbrough – UK | 27-28 June 2011
12. methodology(research) participants - portuguese HE students (school of education) regular day class & mature night class (ages>23) = 80 students non probabilistic sample (by convenience) qualitative study, with an inductive and exploratory nature researcher : participant observer data collecting: observation, questionnaire, electronic records data analysis: quantitative analysis over qualitative data, content analysis iVERGConference2011 > Extendingcollaboartivelearningbeyondtheboundariesofthephysicalclassroomthrough virtual environments Loureiro, Bettencourt & Santos | Middlesbrough – UK | 27-28 June 2011
17. goals(research) identify the variables that might influence knowledge sharing contribute for richer learning contexts through the use of online tools (Diigo, Facebook) and virtual worlds (Second Life®) provide tutorial support to night class through a virtual world encourage collaboration ‘out of hours’ by providing means for students and teacher to interact learn what advantages we can find in an online tutorial implemented using an immersive virtual world understand how and which students engage with an immersive 3D worldand how effective it is as a proxy for face-to-face interaction understand how well online tools and virtual worlds promote knowledge sharing and enhance socialization in order to contribute for classroom cohesion provide some insights for better online teaching strategies iVERGConference2011 > Extendingcollaboartivelearningbeyondtheboundariesofthephysicalclassroomthrough virtual environments Loureiro, Bettencourt & Santos | Middlesbrough – UK | 27-28 June 2011
19. iVERGConference2011 > Extendingcollaboartivelearningbeyondtheboundariesofthephysicalclassroomthrough virtual environments Loureiro, Bettencourt & Santos | Middlesbrough – UK | 27-28 June 2011
20. learningstyles (appliedwithin SL) (Lim, 2009) Learning by exploring: by visiting and explore buildings, landscapes, communities that are simulated and modelled. Learning by collaborating: work in teams, collaboratively and in real-time on common projects or on problem-solving tasks Learning by being: immerse in role-playing and performance activities, explore the self and experiment different identities through avatar customization and by creating different characters. Learning by building: build any kind of objects or environments and experiencing in real-time the results. Learning by championing: get involved into activities and causes related and with an impact in real-life (such as cancer campaign, earthquake victims support). Learning by expressing: show and present their in-world activities to out-side world audience, by authoring blogs, machinimas, papers, posters or by participating in conferences and meetings. iVERGConference2011 > Extendingcollaboartivelearningbeyondtheboundariesofthephysicalclassroomthrough virtual environments Loureiro, Bettencourt & Santos | Middlesbrough – UK | 27-28 June 2011
22. preliminaryfindings initial set up cost of starting SL® is high (time) students engaged in-world beyond tutorial hours tutorial sessions were considered as a success for the mature night class students didn't use the support hours available at school (physical space) night students shared more information at Diigo day students created a Facebook page for a more direct communication night students elected email as primary way for communication students posted more information than teacher, with relevance for night students the quality of shared information was high (relevant) – development of search competences iVERGConference2011 > Extendingcollaboartivelearningbeyondtheboundariesofthephysicalclassroomthrough virtual environments Loureiro, Bettencourt & Santos | Middlesbrough – UK | 27-28 June 2011
23. preliminaryfindings posts were moderated (by teacher and students) - development of critical analysis and reflexionskills students prefer in-world sessions out of official school islands – informal places not perceived as an extension to the ‘bricks and mortar’ university night (mature) students are more independent as learners night students have less time and more desire to learn in the most effective way night students are more motivated since they have stronger reasons to study in their spare time day students are taking full advantage of the social side of university virtual spaces support the work patterns of mature students in particular. iVERGConference2011 > Extendingcollaboartivelearningbeyondtheboundariesofthephysicalclassroomthrough virtual environments Loureiro, Bettencourt & Santos | Middlesbrough – UK | 27-28 June 2011
24.
25. virtual worlds might provide the best ambiance for informal and natural learning contexts at a distance
26. in virtual environments students seem to attend training sessions because they want to learn (Bettencourt & Abade, 2008)
27. online tutorials can be set at a time and in a space (virtual) free of restrictions – that can be adapted, allowing a better participation from a larger number of students
28. in a virtual space there are no physical barriers or borders. Information flows, people build and share content, relationships are set up, the net of connections extends and knowledge is built and sharedthe contrast of behavior between day and night students is a function of: (i) maturity level, (ii) level of independence as learners, (iii) intrinsic motivation. 19 iVERGConference2011 > Extendingcollaboartivelearningbeyondtheboundariesofthephysicalclassroomthrough virtual environments Loureiro, Bettencourt & Santos | Middlesbrough – UK | 27-28 June 2011
29. recommendations... Motivate: Do not take participation in Computer-Supported Collaborative Learning (CSCL) for granted, ignite it. Prompt / remind students about their roles. Embrace autonomy Provide incentives Improve interactivity (two-way connection between distributed students): Organise social interaction, otherwise it is unlikely to occur or be meaningful. Foster a sense of community and develop social presence iVERGConference2011 > Extendingcollaboartivelearningbeyondtheboundariesofthephysicalclassroomthrough virtual environments Loureiro, Bettencourt & Santos | Middlesbrough – UK | 27-28 June 2011
30. instructional design Do not replicate traditional classrooms in online environments, it is pointless if what only changes is the place/space (I mean there is no point having students sit in rows listening to lecturers in a virtual environment for instance) Employ designs that focus on collaborative, networked communication and interaction which seems to be what students expect nowadays – without losing the informality (I think) Adopt less hierarchical form of learning, based on small teams (maybe this way we can engage students in a better way – but always with guidance) It is crucial to Focus more on the actors and their needs rather than the technology (its all about people after all) iVERGConference2011 > Extendingcollaboartivelearningbeyondtheboundariesofthephysicalclassroomthrough virtual environments Loureiro, Bettencourt & Santos | Middlesbrough – UK | 27-28 June 2011
31. for furthercontact… Web profile: accloureiro Webpage: http://accloureiro.com SL: AnitiaLoire E-mail: accloureiro@gmail.com [Ana Loureiro] tbett@ua.pt [Teresa Bettencourt] pamsellem@esev.ipv.pt [Ana Santos] iVERGConference2011 > Extendingcollaboartivelearningbeyondtheboundariesofthephysicalclassroomthrough virtual environments Loureiro, Bettencourt & Santos | Middlesbrough – UK | 27-28 June 2011