Autism, Asperger's and ADHD.
Lecture 3 Autistic Disorder.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
Technology in Teaching, Research & Admin’: Some Quick Wins & Data ProtectionSimon Bignell
A talk given by Dr Simon Bignell at University of Derby, Psychology Quality Away Day in November 2013. Technology in Teaching, Research & Admin’: Some Quick Wins & Data Protection
Autism Asperger's & ADHD - Introduction to the Module (2014)Simon Bignell
The first lecture in the University of Derby Psychology Module 'Autism Asperger's & ADHD' (6PS503) - Introduction to the Module (2014). Given by Dr Simon Bignell (Senior Lecturer in Psychology)
Cognition & Development: Conceptualisations of Self and IdentitySimon Bignell
Week 7 Lecture in the module 'Cognition & Development'. Conceptualisations of Self and Identity.
Learning Outcomes: Define the concept of self and identity.
Identify key milestones in the development of self.
Outline theories of identity development.
Cognition & Development: Social DevelopmentSimon Bignell
Week 6 Lecture in the module Cognition & Development. 'Social Development'.
Learning Outcomes: Understand what is meant by social development. Outline at least two theories of social development. Evaluate the merits of at least one theory of social development.
Autism, Asperger's and ADHD.
Lecture 3 Autistic Disorder.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
Technology in Teaching, Research & Admin’: Some Quick Wins & Data ProtectionSimon Bignell
A talk given by Dr Simon Bignell at University of Derby, Psychology Quality Away Day in November 2013. Technology in Teaching, Research & Admin’: Some Quick Wins & Data Protection
Autism Asperger's & ADHD - Introduction to the Module (2014)Simon Bignell
The first lecture in the University of Derby Psychology Module 'Autism Asperger's & ADHD' (6PS503) - Introduction to the Module (2014). Given by Dr Simon Bignell (Senior Lecturer in Psychology)
Cognition & Development: Conceptualisations of Self and IdentitySimon Bignell
Week 7 Lecture in the module 'Cognition & Development'. Conceptualisations of Self and Identity.
Learning Outcomes: Define the concept of self and identity.
Identify key milestones in the development of self.
Outline theories of identity development.
Cognition & Development: Social DevelopmentSimon Bignell
Week 6 Lecture in the module Cognition & Development. 'Social Development'.
Learning Outcomes: Understand what is meant by social development. Outline at least two theories of social development. Evaluate the merits of at least one theory of social development.
Lecture 4 in the module 'Cognition & Development'. Vygotsky.
Learning Outcomes: Introduce the Vygotskian theory. Think about how Vygotskian theory has informed Developmental psychology. Consider the relationship between language and development. Consider the educational implications of Vygotsky’s theory.
Social and Problem-Based Learning in Cyberspace: Tools, Techniques & Technolo...Simon Bignell
A conference presentation by Dr Simon Bignell.
Social and Problem-Based Learning in Cyberspace: Tools, Techniques & Technology in Multi-user Virtual World.
Using Second Life Avatars and Machinima to Introduce Sustainability into the ...Simon Bignell
A conference presentation by Dr Simon Bignell (Avatar Milton Broome):
Using Second Life Avatars and Machinima to Introduce Sustainability into the University Curriculum: Evidence from Two Funded Pro-Environmental Behaviour Studies.
In 2011 the Higher Education Academy (HEA) in the UK funded seven projects to look at Education for Sustainable Development (ESD) in the Professional Curriculum. Cyberspace technologies featured strongly in utilising a wide range of professionally-accredited undergraduate degrees to explore the ways in which interdisciplinary awareness of sustainability issues is encouraged or prevented by professional requirements. The first project reported here “Problem-based Learning in Virtual Interactive Educational Worlds for Sustainable Development” (PREVIEW-Sustain) exploited the distinctive properties Second Life by using problem-based teaching methods with digital avatars in (the virtual) world.
In a previous JISC-funded project led by the author with Aston University and the ‘HEA Psychology Network’ we previously validated, transferred and disseminated immersive cyber-activities and materials adapted from Coventry University’s Second Life ‘PREVIEW’ project for use in mental health awareness and Psychology teaching. The follow-on PREVIEW-Sustain project reused and transferred these teaching methods to introduce Sustainability education to academic staff and students across two university subject groups (Psychology and Geography) by using customised online problem-based scenarios.
This presentation reports the virtual world methods developed and redeployed for the Sustainability agenda. The work existed entirely in the online virtual world populated by highly personalised 3D digital avatars. We conducted a series of learning scenarios with University staff and students highlighting motivational and behavioural factors that impact on real-world environmental sustainability (e.g., resources, recycling and energy efficiency). These materials are available to the wider teaching community. The project’s ‘virtual’ infrastructure is in place within the virtual world Second Life.
The online videos of the Second Life avatar interactions we developed, to further engage the community, later provided the basis for a follow-on research project which will also be reported here. We used filmed avatar interactions to assess changes in real world pro-environmental behaviour. We embed these videos in the University’s online teaching ‘virtual Learning Environment’ and assessed students before and after exposure to the environmental messages in the machinima.
Innovative cyberspace teaching and learning techniques offer flexible, cost-effective and rapidly deployed Higher Education solutions. Further research using similar virtual world techniques is planned that will explore Disability Awareness.
Lecture 4 in the module 'Cognition & Development'. Vygotsky.
Learning Outcomes: Introduce the Vygotskian theory. Think about how Vygotskian theory has informed Developmental psychology. Consider the relationship between language and development. Consider the educational implications of Vygotsky’s theory.
Social and Problem-Based Learning in Cyberspace: Tools, Techniques & Technolo...Simon Bignell
A conference presentation by Dr Simon Bignell.
Social and Problem-Based Learning in Cyberspace: Tools, Techniques & Technology in Multi-user Virtual World.
Using Second Life Avatars and Machinima to Introduce Sustainability into the ...Simon Bignell
A conference presentation by Dr Simon Bignell (Avatar Milton Broome):
Using Second Life Avatars and Machinima to Introduce Sustainability into the University Curriculum: Evidence from Two Funded Pro-Environmental Behaviour Studies.
In 2011 the Higher Education Academy (HEA) in the UK funded seven projects to look at Education for Sustainable Development (ESD) in the Professional Curriculum. Cyberspace technologies featured strongly in utilising a wide range of professionally-accredited undergraduate degrees to explore the ways in which interdisciplinary awareness of sustainability issues is encouraged or prevented by professional requirements. The first project reported here “Problem-based Learning in Virtual Interactive Educational Worlds for Sustainable Development” (PREVIEW-Sustain) exploited the distinctive properties Second Life by using problem-based teaching methods with digital avatars in (the virtual) world.
In a previous JISC-funded project led by the author with Aston University and the ‘HEA Psychology Network’ we previously validated, transferred and disseminated immersive cyber-activities and materials adapted from Coventry University’s Second Life ‘PREVIEW’ project for use in mental health awareness and Psychology teaching. The follow-on PREVIEW-Sustain project reused and transferred these teaching methods to introduce Sustainability education to academic staff and students across two university subject groups (Psychology and Geography) by using customised online problem-based scenarios.
This presentation reports the virtual world methods developed and redeployed for the Sustainability agenda. The work existed entirely in the online virtual world populated by highly personalised 3D digital avatars. We conducted a series of learning scenarios with University staff and students highlighting motivational and behavioural factors that impact on real-world environmental sustainability (e.g., resources, recycling and energy efficiency). These materials are available to the wider teaching community. The project’s ‘virtual’ infrastructure is in place within the virtual world Second Life.
The online videos of the Second Life avatar interactions we developed, to further engage the community, later provided the basis for a follow-on research project which will also be reported here. We used filmed avatar interactions to assess changes in real world pro-environmental behaviour. We embed these videos in the University’s online teaching ‘virtual Learning Environment’ and assessed students before and after exposure to the environmental messages in the machinima.
Innovative cyberspace teaching and learning techniques offer flexible, cost-effective and rapidly deployed Higher Education solutions. Further research using similar virtual world techniques is planned that will explore Disability Awareness.