Second Life as a platform for collaboration and teachingTeemu Surakka
Presentation held at ECT Forum 09, 23.9.2009 in Helsinki Fair Centre.
The presentation is based on my experiences from VinCo research project funded by MIDE, the Multidisciplinary Institute of Digitalisation and Energy in Helsinki University of Technology.
In the last 30 years, the desktop metaphor has become the standard user interface for workstations, with
its pros (e.g., ease of learning) and cons (e.g., interaction constraints for skilled users, lack of context
awareness). In this tutorial we present itsme, an initiative to create the next-generation workstation –
especially designed for users who think that what they do holds value. Much of what we present derives
from CSCW research, while Interaction Design research shapes the project, as well as the involvement of
a wide and heterogeneous community of contributing people. The early design phases of the project led to
the definition of a new metaphor for personal computing, called ‘stories and venues’. The metaphor is
being adopted for the development of a radically new front-end for the Linux operating system.
The tutorial illustrates (through the itsme case) how CSCW research can drive the design and
development of an innovative project
A presentation slide for ServDes 2012 conference in Espoo, Helsinki.
My reflection on engaging with homeless people during co-design practice at Homeless SMS.
Second Life as a platform for collaboration and teachingTeemu Surakka
Presentation held at ECT Forum 09, 23.9.2009 in Helsinki Fair Centre.
The presentation is based on my experiences from VinCo research project funded by MIDE, the Multidisciplinary Institute of Digitalisation and Energy in Helsinki University of Technology.
In the last 30 years, the desktop metaphor has become the standard user interface for workstations, with
its pros (e.g., ease of learning) and cons (e.g., interaction constraints for skilled users, lack of context
awareness). In this tutorial we present itsme, an initiative to create the next-generation workstation –
especially designed for users who think that what they do holds value. Much of what we present derives
from CSCW research, while Interaction Design research shapes the project, as well as the involvement of
a wide and heterogeneous community of contributing people. The early design phases of the project led to
the definition of a new metaphor for personal computing, called ‘stories and venues’. The metaphor is
being adopted for the development of a radically new front-end for the Linux operating system.
The tutorial illustrates (through the itsme case) how CSCW research can drive the design and
development of an innovative project
A presentation slide for ServDes 2012 conference in Espoo, Helsinki.
My reflection on engaging with homeless people during co-design practice at Homeless SMS.
3D Virtual Worlds for Professional Development and Lifelong LearningSheila Webber
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
Discuss the benefits of using virtual worlds to facilitate learning..pdfaksharatelicom
Discuss the benefits of using virtual worlds to facilitate learning.
E.Commerce course
Solution
A virtual world or massively multiplayer online world (MMOW) is a computer-based simulated
environment populated by many users who can create a personal avatar, and simultaneously and
independently explore the virtual world, participate in its activities and communicate with others.
These avatars can be textual, two or three-dimensional graphical representations, or live video
avatars with auditory and touch sensations. In general, virtual worlds allow for multiple users.
The user accesses a computer-simulated world which presents perceptual stimuli to the user, who
in turn can manipulate elements of the modeled world and thus experience a degree of presence.
Such modeled worlds and their rules may draw from the reality or fantasy worlds.
Example are gravity, topography, locomotion, real-time actions, and communication.
Communication between users can range from text, graphical icons, visual gesture, sound, and
rarely, forms using touch, voice command, and balance senses.
Learning in virtual worlds
The capacity for innovation is exciting, particularly as teachers and teacher librarians begin to
explore how to harness virtual worlds for better learning outcomes. The challenge for schools is
to fast-track ways to bring ‘out of school’ virtual worlds activity into the daily learning cycles; to
bring back the connections between school and home and to provide learning environments that
are authentic to the technology use of students. Virtual worlds can operate on computer desktops,
laptops, hand-held games consoles, ipads and mobile phones. Some of the virtual worlds that
teachers might hear about include: DimensionM, Whyville, World of Warcraft, Quest Atlantis,
Second Life, Club Penguin, Aion, Sploder, Unity 3D. Some common attributes of virtual worlds
include:
• persistence of an ‘inworld’ environment within which action takes place
• a shared space allowing multiple users to participate and interact simultaneously
• avatars (people or characters), which are customisable, 3D representations of real people
• immediacy of action that occurs in real time.
Learning highlights for students in their project were
: • Developing problem-solving skills: ‘I found a solution to my avatar issue …’
• Self-directed learning: ‘It’s your decision ...’
• Students have realised there is a real purpose to their work: ‘Teachers and students are going to
use what I created’.
• Students don’t want to leave the computer lab!
So how do you decide what to do?
In the short publication Virtual Worlds, you can learn more about the context in which virtual
worlds are changing the way we interact with others online. There are hundreds of spaces in the
metaverse — but you do not need to know them all, or be actively involved in them all. The key
to engagement in this new learning space is information, connection and collaboration — and I
suggest, a certain amount of courage couple.
Presentation from 'Future Technology' strand at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Dr Clare Sansom (Birkbeck College, University of London).
3D Virtual Worlds for Professional Development and Lifelong LearningSheila Webber
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
Discuss the benefits of using virtual worlds to facilitate learning..pdfaksharatelicom
Discuss the benefits of using virtual worlds to facilitate learning.
E.Commerce course
Solution
A virtual world or massively multiplayer online world (MMOW) is a computer-based simulated
environment populated by many users who can create a personal avatar, and simultaneously and
independently explore the virtual world, participate in its activities and communicate with others.
These avatars can be textual, two or three-dimensional graphical representations, or live video
avatars with auditory and touch sensations. In general, virtual worlds allow for multiple users.
The user accesses a computer-simulated world which presents perceptual stimuli to the user, who
in turn can manipulate elements of the modeled world and thus experience a degree of presence.
Such modeled worlds and their rules may draw from the reality or fantasy worlds.
Example are gravity, topography, locomotion, real-time actions, and communication.
Communication between users can range from text, graphical icons, visual gesture, sound, and
rarely, forms using touch, voice command, and balance senses.
Learning in virtual worlds
The capacity for innovation is exciting, particularly as teachers and teacher librarians begin to
explore how to harness virtual worlds for better learning outcomes. The challenge for schools is
to fast-track ways to bring ‘out of school’ virtual worlds activity into the daily learning cycles; to
bring back the connections between school and home and to provide learning environments that
are authentic to the technology use of students. Virtual worlds can operate on computer desktops,
laptops, hand-held games consoles, ipads and mobile phones. Some of the virtual worlds that
teachers might hear about include: DimensionM, Whyville, World of Warcraft, Quest Atlantis,
Second Life, Club Penguin, Aion, Sploder, Unity 3D. Some common attributes of virtual worlds
include:
• persistence of an ‘inworld’ environment within which action takes place
• a shared space allowing multiple users to participate and interact simultaneously
• avatars (people or characters), which are customisable, 3D representations of real people
• immediacy of action that occurs in real time.
Learning highlights for students in their project were
: • Developing problem-solving skills: ‘I found a solution to my avatar issue …’
• Self-directed learning: ‘It’s your decision ...’
• Students have realised there is a real purpose to their work: ‘Teachers and students are going to
use what I created’.
• Students don’t want to leave the computer lab!
So how do you decide what to do?
In the short publication Virtual Worlds, you can learn more about the context in which virtual
worlds are changing the way we interact with others online. There are hundreds of spaces in the
metaverse — but you do not need to know them all, or be actively involved in them all. The key
to engagement in this new learning space is information, connection and collaboration — and I
suggest, a certain amount of courage couple.
Presentation from 'Future Technology' strand at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Dr Clare Sansom (Birkbeck College, University of London).
This is a synthesis of the Chapter 9 of Curtis Bonk's book "The World is Open". The title is Alternative Reality learning and deals with the burgeoning popularity of the Second Life.
Virtual reality for collaborative e-learning. Teresa Monahan, Gavin McArdle, ...eraser Juan José Calderón
Virtual reality for collaborative e-learning
Teresa Monahan *, Gavin McArdle, Michela Bertolotto
School of Computer Science and Informatics, University College Dublin, Belfield, Dublin 4, Ireland
Received 20 September 2006; received in revised form 5 December 2006; accepted 11 December 2006
Ένα από τα κύρια στοιχεία του προφίλ στο eTwinning Live είναι η φωτογραφία. Αυτή μπορεί να είναι μια πραγματική φωτογραφία, ένα avatar, ένα σκίτσο, ένα cartoon ή οτιδήποτε νομίζει κάποιος ότι απεικονίζει καλύτερα την προσωπικότητά του. Μια χαρακτηριστική φωτογραφία μπορεί να βοηθήσει κάποιον που αναζητά συνεργάτες να βρει κοινά στοιχεία και να προτείνει συνεργασία. Η διαδικασία προσθήκης/αλλαγής φωτογραφίας στο προφίλ είναι πολύ απλή και ολοκληρώνεται σε μόλις 5 απλά βήματα.
Ένα από τα προσφερόμενα εργαλεία στο Twinspace είναι οι Ομάδες Συζήτησης (forums). Αν και οι ομάδες συζήτησης μπορούν να χρησιμοποιηθούν για την συνεργασία, αλληλεπίδραση και την επικοινωνία μεταξύ των συμμετεχόντων στο έργο, δεν έχουν όλοι τα ίδια δικαιώματα στην δημιουργία και διαχείρισή τους
Το προφίλ του Twinspace είναι διαφορετικό από προφίλ του eTwinning Live και έχει τον δικό του “τοίχο” όπου οι εκπ/κοί – συνεργάτες στα έργα καθώς και οι μαθητές μπορούν να αφήσουν μηνύματα και να αλληλεπιδράσουν αποτελώντας έτσι ένα ακόμα εργαλείο επικοινωνίας και συνεργασίας. Διαβάστε στον παρακάτω βήμα προς βήμα οδηγό πώς μπορείτε να αφήσετε κάποιο μήνυμα στον “τοίχο” των άλλων εκπ/κών – συνεργατών σας.
Project registration in eTwinning is a very easy procedure which can be completed in only four steps. The whole project registration is a step by step guided procedure, very easy even for new eTwinners.
Ένα ενδιαφέρον και ελεύθερο εργαλείο, απαιτείται μόνο μια δωρεάν εγγραφή, είναι το Marqueed. Είναι μια εφαρμογή στην οποία μπορούμε να δημιουργήσουμε μια συλλογή φωτογραφιών και οι συνεργάτες του έργου να σχολιάσουν, να κάνουν ερωτήσεις κλπ. Αν και δεν προσφέρεται κώδικας ενσωμάτωσης, μπορεί πολύ εύκολα να δημιουργήθεί ένας, όπως και σε αρκετά άλλα εργαλεία. Είναι μια διαδικασία σχετικά απλή, καθώς χρειάζεται να γραφτεί μόνο μια γραμμή κώδικα. Το URL μάλιστα της εφαρμογής είναι απόλυτα συμβατό με τις ρυθμίσεις του Twinspace και δεν χρειάζεται καμία προσθήκη. Για να μπορέσουν οι συνεργάτες σας ωστόσο, να εκμεταλλευθούν τις δυνατότητες του θα πρέπει είτε να είναι δημόσια η συλλογή που έχουμε δημιουργήσει είτε να τους καλέσετε με τα email τους.
Προσπαθείτε να καλέσετε κάποιον συνάδελφο από τις χώρε του eTwinning Plus σε κάποιο έργο σας και ενώ βρίσκεται στις επαφές δεν εμφανίζεται στην λίστα όταν προσπαθείτε να το προσθέσετε? Τότε πρέπει να αλλάξετε τις ρυθμίσεις του. Είναι μια πάρα πολύ απλή διαδικασία ακόμα και για τελείως αρχάριους eTwinniners. Δείτε στον παρακάτω βήμα προς βήμα οδηγό πώς μπορείτε να ρυθμίσετε το θέμα σε 3 μόλις βήματα.
eTwinning Live offers to all registered users a “Wall” which they can use it to post professional and personal successes, photos, documents etc. In addition, the can comment, like and be informed about their contacts’ posts and interact with them. The post creating procedure is very easy even for a first time entered teacher in eTwinning Live.
eTwinning Live has got its own internal mail system. Via this system each registered teacher can easily send messages to his contacts. The send procedure characterized by simplicity and, of course, security.
eTwinning Groups are private platforms for eTwinners to discuss and work together on a specific theme. The aim is to share practice examples, discuss teaching and learning methodologies and find support for professional development. Only registered in eTwinning teachers can join groups.
How to state and describe your availability and idea for eTwinning projectsHelleniceTwinning NSS
In order being able to participate in eTwinning project you must state it in your eTwinning profile. It's an easy and yet very serious setting. In addition, to find easier partners for your project, it's advisable to describe your idea into the relative field on your profile. Both of those settings are in the same page and it's very easy to be completed.
One of the main elements of eTwinning profile is the photo of the teacher. This can be a real photo, an avatar, a toon, a sketch or whatever anyone thinks that depicts more accurate his personality. A characteristic photo can help someone to find common elements with you and to propose you a partnership. The procedure to add/change your photo is very easy and can be completed in only 5 easy steps.
One of Twinspace offered tools are forums. Although forums can be used for collaboration, interaction and communication between all participants (teachers, students, visitors) not all of them have the same rights on them.
Read the following, step by step, tutorial on how to:
1) Create forums (if you have rights of teacher administrator)
2) Create treads (if you have rights of teacher member)
3) Replay on a thread
The Twinspace profile is different than the one in eTwinning Live and got its own wall where other teachers participants to projects can leave messages. Read how can leave your message to someone wall in the following step by step tutorial.
Πολλές φορές συμβαίνει, στο Twisnpace, να δημιουργηθούν σελίδες που στη συνέχεια δεν χρειάζονται. Αυτές οι σελίδες δεν είναι δυνατόν να διαγραφούν καθώς δεν προσφέρεται η σχετική επιλογή. Αυτό που μπορεί να γίνει είναι να αρχειοθετηθούν έτσι ώστε να “εξαφανιστούν” από το κεντρικό μενού και να επανέλθουν όταν χρειαστούν με νέο περιεχόμενο. Η διαδικασία αρχειοθέτησης είναι πολύ εύκολη ακόμα και για τελείως αρχάριους στις ΤΠΕ. Δείτε την στον παρακάτω βήμα προς βήμα οδηγό.
Πολλές φορές συμβαίνει κάποια σελίδα να εξαφανιστεί από το κεντρικό μενού με αποτέλεσμα να δημιουργείται η εντύπωση ότι έχει διαγραφεί. Αυτό είναι κάτι που δεν μπορεί να συμβεί στο Twinspace. Οι σελίδες δεν είναι δυνατόν να διαγραφούν. Αυτό που κατά πάσα πιθανότητα έχει συμβεί είναι η σελίδα σας κατά λάθος να έχει τεθεί σαν αρχειοθετημένη. Δείτε στον παρακάτω οδηγό πώς μπορείτε να την επαναφέρετε.
Ένα δωρεάν, χρήσιμο και συνεργατικό εργαλείο είναι και οι φόρμες που προσφέρονται από την Google μέσω το Google Drive. Μπορούν να χρησιμοποιηθούν με πολλούς τρόπους και ενσωματώνονται πολύ εύκολα, ακόμα και από αρχάριους eTwinners, στο Twinspace. Δείτε σε αυτόν τον οδηγό την διαδικασία.
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.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
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
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.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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.
Multiuser Virtual Environments in Education, Emmanuel Fokides Lecturer, University of the Aegean
1. The terms VR and MUVEs
• 3D virtual environments (VEs) simulate real or imaginary environments that give
users the sense of "being there".
• Virtual environments (VEs) first emerged in the '70s and later on, led to MUDs
(Multi-user domains) and MOOs (Multi-user domains object-oriented).
• The turn of the century saw the emergence of 3D multi-user VEs (MUVEs). The
most popular MUVE is Second Life (SL) which was launched in 2003
(http://secondlife.com/). In SL, the user can create his/her own avatar (virtual
self) and explore unique virtual environments. SL soon grasped the educators'
attention: social exchange, collaboration between avatars, visual and audio
stimuli are but a few of its real-time advantages.
• In 2007, the OpenSimulator project (http://opensimulator.org/) was launched to
take a further step: it is an open source MUVEs server, supporting several clients
while maintaining compatibility with SL.
• The aforementioned applications are only but two out of a large number of
similar or totally different technologies, all trying to exploit the potential of
MUVEs.
2. The terms VR and MUVEs
• Constructivism provides the theoretical framework for the educational uses of MUVEs .
• Constructivism supports the notion that learners construct knowledge on the basis of
what they already understand and as they make connections between new and old
information. Learners' prior ideas, experiences, and knowledge, interplay and may even
clash with new experiences and their interpretations of the surrounding environment .
• Inconsistencies between what they already know and new persuasive information bring
their current understanding into question and results in cognitive conflict (Bruner 1973).
When students resolve these inconsistencies, they actually create new ways to reconcile
their prior knowledge with the new information. Thus, the resolution of cognitive conflict
drives learning.
• Four are their key features; immersion, interaction, imagination, and interest, which all
lead to probably the most longstanding and direct benefit of VR for education, that of
motivating learning.
• VEs' significance in education lies in the fact that they enable learners to explore the
virtual environment, use and manipulate virtual objects, and so they encourage them to
express their personal thoughts and to construct their knowledge.
• Also, the interactions with the virtual objects or with other users, enable students to
become active learners. VEs attract the interest of students and, in combination with the
in-world activities, the educational process becomes more effective
19. The Open Simulator, Opensim
Second Life is a commercial product with relatively high cost for maintaining a
"property". These two characteristics motivated a number of programmers to develop
an open source alternative, called Open Simulator or Opensim for short. Although it is
still at an early stage (Alpha stage), the platform is fully functional and compatible with
Second Life.
Opensim is under constant development from a growing team of programmers and new
re-leases come out almost every month. The number of users also rapidly increases
though still far from the number of Second Life users. Opensim users can use their own
computers as servers and host a virtual world. The only limit of the size of the virtual
world is the computer's capabilities.
In summer of 2010 Second Life decided to shut down Teen Grid (the part that was used
by teenagers). Later, in autumn of 2010, the pricing policy was changed and there are no
more reduced fees for Universities and educational institutes. As a result, many
institutes turned to Opensim as an alternative platform.