This document discusses opening up education through the use of games, simulations, and virtual worlds. It covers topics such as open education resources (OER), examples of educational games and simulations, virtual worlds like Second Life, economics of developing educational games and virtual worlds, and issues around whether resources in these environments can truly be considered open. It raises questions about standards and tools that are still needed to help virtual world resources be treated as open educational resources.
This document discusses developing a simulation game that illustrates the software development process. It aims to create a prototype that allows players to take on the role of a project leader for a medium-sized software development project. The document outlines developing a simulation model based on the waterfall development model and implementing it into a prototype game. It then plans to evaluate the prototype by having test users play it and provide feedback via a questionnaire to identify opportunities to improve the final product. The goal is to create an educational game that introduces users to the role and challenges of leading a software project.
Cesim Project management simulation game has been designed to capture the essence of project management in an environment of collaborative and competitive elements.
Find out more here: https://www.cesim.com/simulations/cesim-project-management-simulation
Bring Down the Wall of Confusion with Chocolate, LEGO and Scrum Simulation GameDana Pylayeva
Slides for a DevOps transformation simulation workshop from Scrum Gathering Prague 2015. An Agile game that engages all 5 senses and helps participants embrace DevOps culture.
The Theory Part - Learning about learning | SPELT | Wali ZahidWali Zahid
The Theory Part - Learning about learning - A talk by Wali Zahid at 29th SPELT Conference 2013
This Powerpoint will be useful if read with this detailed document:
http://www.slideshare.net/wali11/the-theory-part-learning-about-learning-wali-zahid-24849318
http://www.scribd.com/doc/157515625/The-Theory-Part-Learning-About-Learning-Wali-Zahid
This document outlines a gameboard for an interactive business design training workshop. The training is designed as a game to be played in teams, allowing participants to invent and implement new business models. Over 23 rounds, participants will plan, execute, learn, and decide on their business ideas as they face challenges. The goal is to provide a unique learning experience for participants to become successful innovators.
A Multi-Team, Full-Cycle, Product-Oriented Scrum (Agile game) Simulation with LEGO Bricks. Based on the lego4scrum.com.
Lego4Scrum is teaching game is used by the Scrum trainers community worldwide including various certification classes, in-house trainings, formal business programs and team workshops.
Keynote Address for CACTA 2012 in Colorado Springs, CO on February 8, 2012. Presented by Cynthia Calongne, aka Lyr Lobo in Second Life and Inworldz, Cynthia Calongne in MOSES. Includes research on MOSES, Virtual Harmony, and simulations that are being ported to Unity3D for mobile use.
This document discusses developing a simulation game that illustrates the software development process. It aims to create a prototype that allows players to take on the role of a project leader for a medium-sized software development project. The document outlines developing a simulation model based on the waterfall development model and implementing it into a prototype game. It then plans to evaluate the prototype by having test users play it and provide feedback via a questionnaire to identify opportunities to improve the final product. The goal is to create an educational game that introduces users to the role and challenges of leading a software project.
Cesim Project management simulation game has been designed to capture the essence of project management in an environment of collaborative and competitive elements.
Find out more here: https://www.cesim.com/simulations/cesim-project-management-simulation
Bring Down the Wall of Confusion with Chocolate, LEGO and Scrum Simulation GameDana Pylayeva
Slides for a DevOps transformation simulation workshop from Scrum Gathering Prague 2015. An Agile game that engages all 5 senses and helps participants embrace DevOps culture.
The Theory Part - Learning about learning | SPELT | Wali ZahidWali Zahid
The Theory Part - Learning about learning - A talk by Wali Zahid at 29th SPELT Conference 2013
This Powerpoint will be useful if read with this detailed document:
http://www.slideshare.net/wali11/the-theory-part-learning-about-learning-wali-zahid-24849318
http://www.scribd.com/doc/157515625/The-Theory-Part-Learning-About-Learning-Wali-Zahid
This document outlines a gameboard for an interactive business design training workshop. The training is designed as a game to be played in teams, allowing participants to invent and implement new business models. Over 23 rounds, participants will plan, execute, learn, and decide on their business ideas as they face challenges. The goal is to provide a unique learning experience for participants to become successful innovators.
A Multi-Team, Full-Cycle, Product-Oriented Scrum (Agile game) Simulation with LEGO Bricks. Based on the lego4scrum.com.
Lego4Scrum is teaching game is used by the Scrum trainers community worldwide including various certification classes, in-house trainings, formal business programs and team workshops.
Keynote Address for CACTA 2012 in Colorado Springs, CO on February 8, 2012. Presented by Cynthia Calongne, aka Lyr Lobo in Second Life and Inworldz, Cynthia Calongne in MOSES. Includes research on MOSES, Virtual Harmony, and simulations that are being ported to Unity3D for mobile use.
This document provides an overview of Stephen Abram's presentation on technology in libraries at the Nevada Library Association Conference in October 2012. Abram discusses the opportunities libraries have to complement commercial search engines by focusing on their strengths like contextualizing information and understanding how users interact and learn. He outlines several trends affecting libraries like content fragmentation across formats, the rise of ebooks and ejournals, and the diversification of learning objects and user demographics. Abram also identifies 23 technologies that will significantly impact libraries, such as linked data, mobile devices, and analytics. He argues libraries need to focus on the user experience rather than collections and technology.
- Sloodle is an open source project that maps the module structure of the Moodle learning management system to activities in the virtual world of Second Life.
- The goal is to allow course designers to experiment with 3D immersion for learning and help teachers and learners achieve learning objectives more efficiently.
- A grant of £80,000 was awarded to the Sloodle project by the UK-based Eduserv Foundation to support development for the 2007-2008 year.
Virtually where? Are 3-D virtual worlds such as Second Life having an impact ...Eduserv Foundation
This document discusses the potential for using virtual worlds like Second Life in education. It outlines some issues to consider, such as technical difficulties, identity issues, and the fact that virtual worlds may not appeal to all students. It also discusses platforms for virtual learning like Sloodle, current uses in UK higher education and further education, and alternatives to Second Life like OpenSim and Twinity. In conclusion, while Second Life remains popular, competition from other virtual worlds is growing, but most educational institutions are not yet experimenting widely with alternatives due to costs and other factors.
The document summarizes a presentation on teachers' perspectives on using the virtual world Second Life for education. It discusses how Second Life is being used by over 500 educational institutions for subjects like language learning, sciences, design, and healthcare. It also outlines some of the challenges teachers face in using Second Life, such as the learning curve, technical issues, and lack of support. Teachers generally found that students enjoyed the interactive experience, but they would do more training and preparation if using Second Life again.
David W. Deeds : AACE Presentation : 3D Internet ClassroomDavid W. Deeds
"Web 3.0: The 3D Internet Classroom" by David W. Deeds, IT Teacher/Manager, Changchun American International School, China. Presented at the Association for the Advancement of Computing in Education (AACE) Global Learn Asia Pacific 2010 Conference in Penang, Malaysia, May 18. Category: Games-Based Learning.
Presentation given at D-e2009, JISC RSC West Midlands event, May 19, 2009. About Digital Repositories, their landscape in Higher and Further Education and more specifically about learning and teaching repositories. Download is Powerpoint.
Dr. Charles Severance discusses disruptive innovations in online learning and the evolution of the learning management system (LMS) marketplace. He notes that open standards like IMS Learning Tools Interoperability are becoming the norm, benefiting both vendors and users. While Sakai 2.9 is now competitive with commercial LMSs, new entrants like Instructure are gaining rapid adoption. Looking ahead, Dr. Severance proposes strategic opportunities around Sakai adoption, open learning applications, and competing with social learning platforms.
The document summarizes Tom Vander Ark's views on the transition to personal digital learning and its benefits. It discusses how customization, motivation, and equalization can be achieved through open educational resources (OER) and adaptive digital content. Customization allows for personalized pacing, feedback, and guidance for each student. Motivation can come from making learning compelling through games and interests. Equalization is possible by giving all students access to good teachers, courses, and support through blended learning models leveraging OER. The AMPeD platform is presented as a way to integrate OER, motivate students with badges, and provide customized learning paths.
Learning Beyond Walls - eLearning Ideas and Possibilities for YouthKarim Wallani
This is a presentation I gave at at "U-TECH: Technology Ideas and Possibilities for Empowering 21st Century Youth", an IT seminar held on June 16, 2012 at Muhammad Ali Jinnah University (MAJU) in Karachi, Pakistan. The seminar was organized by Youth Empowering Spaces (YES) with the aim to empower 21st century youth through technology.
The document discusses technology trends that will impact libraries over the next decade. It identifies 23 trends that will be transformational, such as linked data, ebooks, mobile devices, and analytics. The author argues that libraries should focus on the user experience rather than technology itself and should position themselves as knowledge portals rather than just providers of collections and buildings. Libraries need to understand user behaviors and questions to develop the right service portfolio.
OpenSim: A New Alternative to Second LifeFleep Tuque
Summary: This session will give an overview of OpenSim, an open source multi-platform, multi-user 3D application server that can be used as an alternative to SecondLife. For campuses looking to develop a simulated "world" for teaching and learning, or for those looking for an alternative to SecondLife.
Presenter: Chris Collins, University of Cincinnati
Chris Collins (SL: Fleep Tuque) is an IT Analyst in the UCit Instructional & Research Computing department at the University of Cincinnati. She currently manages the campus-wide podcasting and Second Life projects at the University of Cincinnati, and serves as the Second Life Ambassador for the Ohio Learning Network. Chris blogs about technology, education, and the metaverse at http://fleeptuque.com.
Virtually educated - the reality of using Second Life and other virtual world...Eduserv Foundation
This document discusses issues related to using virtual worlds like Second Life in further education. It outlines some potential technical, identity, and engagement issues students may face in virtual worlds. It also summarizes tools like Sloodle that aim to integrate virtual worlds with learning management systems. The document further discusses current usage of Second Life in UK higher and further education and surveys some alternative virtual world platforms to Second Life like OpenSim, Twinity, and HiPiHi.
This document discusses Second Life, a 3D virtual world, and its potential uses for education. It provides details on what Second Life is, its technical requirements, and examples of educational institutions and projects that utilize it. The document also covers considerations for using Second Life pedagogically, including constructivist learning approaches, student engagement and immersion, and intellectual property issues.
Virtual worlds differ from other forms of virtual learning by providing real-time participation through avatars in a persistent 3D graphical landscape. Implementing virtual worlds comes with pitfalls like high costs and security risks, but also opportunities for immersive engagement. Key aspects to consider include openness vs. security, and technology vs. content. Major virtual world platforms take different approaches to delivering learning, with some focusing more on games, others on simulations, and others on user-generated content.
MOSES Broken Tablet Newsletter is the official newsletter of the MOSES Community, approved for public distribution by ARL-STTC and published semi-annually.
MOSES (Military Open Simulator Enterprise Strategy) Community is a professional, online networking group researching the ability of OpenSimulator platforms to provide independent, high-security, high-performance access to three-dimensional, online, interactive virtual environments. Backgrounds include military, technology, government, education, industry, and arts.
This document provides an overview of the key considerations for principals regarding technology vision and network infrastructure. It discusses the importance of having a long-term technology vision focused on creating 21st century learning environments. It also outlines essential network components and best practices for infrastructure, including servers, switches, firewalls/routers, wireless access, client devices, operating systems, bandwidth, backups, and inventory systems. Effective IT support is emphasized as critical to realizing the technology vision.
Thor II is a desktop studio machine created by Dr. Wuttipong Pongsuwan to allow for affordable, high-quality e-learning media production from a single PC. The machine integrates hardware like capture cards and software like vMix to support multiple video/audio inputs, live streaming, recording, and output. It was tested for streaming courses between campuses 40km apart. The machine was also integrated with the open-source edX platform to create MOOCs for Shinawatra University.
This document discusses IBM's cognitive systems architectures like Watson and SyNAPSE, and the challenges of developing strong artificial intelligence. It provides an overview of IBM's University Programs and their offerings related to cognitive systems, including access to APIs, experts, and funding for research. The key skills needed for cognitive computing are also listed.
The document discusses differentiating instruction for students using technology integration. It defines differentiated instruction as a flexible teaching approach that varies content, process, and product based on students' readiness, interests, and learning needs. The document provides examples of how teachers can differentiate instruction by varying content, process, and products in their assignments using various web 2.0 tools and technologies.
Introduction to research ethics for VR, from undergraduate lectures at the School of Simulation & Visualisation at The Glasgow School of Art.
Includes a basic introduction to research ethics.
A brief introduction to some of the issues around ethics in Virtual and Augmented Reality. For developers and users, what are the ethical issues around the business, commercial and entertainment uses of VR/AR?
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This document provides an overview of Stephen Abram's presentation on technology in libraries at the Nevada Library Association Conference in October 2012. Abram discusses the opportunities libraries have to complement commercial search engines by focusing on their strengths like contextualizing information and understanding how users interact and learn. He outlines several trends affecting libraries like content fragmentation across formats, the rise of ebooks and ejournals, and the diversification of learning objects and user demographics. Abram also identifies 23 technologies that will significantly impact libraries, such as linked data, mobile devices, and analytics. He argues libraries need to focus on the user experience rather than collections and technology.
- Sloodle is an open source project that maps the module structure of the Moodle learning management system to activities in the virtual world of Second Life.
- The goal is to allow course designers to experiment with 3D immersion for learning and help teachers and learners achieve learning objectives more efficiently.
- A grant of £80,000 was awarded to the Sloodle project by the UK-based Eduserv Foundation to support development for the 2007-2008 year.
Virtually where? Are 3-D virtual worlds such as Second Life having an impact ...Eduserv Foundation
This document discusses the potential for using virtual worlds like Second Life in education. It outlines some issues to consider, such as technical difficulties, identity issues, and the fact that virtual worlds may not appeal to all students. It also discusses platforms for virtual learning like Sloodle, current uses in UK higher education and further education, and alternatives to Second Life like OpenSim and Twinity. In conclusion, while Second Life remains popular, competition from other virtual worlds is growing, but most educational institutions are not yet experimenting widely with alternatives due to costs and other factors.
The document summarizes a presentation on teachers' perspectives on using the virtual world Second Life for education. It discusses how Second Life is being used by over 500 educational institutions for subjects like language learning, sciences, design, and healthcare. It also outlines some of the challenges teachers face in using Second Life, such as the learning curve, technical issues, and lack of support. Teachers generally found that students enjoyed the interactive experience, but they would do more training and preparation if using Second Life again.
David W. Deeds : AACE Presentation : 3D Internet ClassroomDavid W. Deeds
"Web 3.0: The 3D Internet Classroom" by David W. Deeds, IT Teacher/Manager, Changchun American International School, China. Presented at the Association for the Advancement of Computing in Education (AACE) Global Learn Asia Pacific 2010 Conference in Penang, Malaysia, May 18. Category: Games-Based Learning.
Presentation given at D-e2009, JISC RSC West Midlands event, May 19, 2009. About Digital Repositories, their landscape in Higher and Further Education and more specifically about learning and teaching repositories. Download is Powerpoint.
Dr. Charles Severance discusses disruptive innovations in online learning and the evolution of the learning management system (LMS) marketplace. He notes that open standards like IMS Learning Tools Interoperability are becoming the norm, benefiting both vendors and users. While Sakai 2.9 is now competitive with commercial LMSs, new entrants like Instructure are gaining rapid adoption. Looking ahead, Dr. Severance proposes strategic opportunities around Sakai adoption, open learning applications, and competing with social learning platforms.
The document summarizes Tom Vander Ark's views on the transition to personal digital learning and its benefits. It discusses how customization, motivation, and equalization can be achieved through open educational resources (OER) and adaptive digital content. Customization allows for personalized pacing, feedback, and guidance for each student. Motivation can come from making learning compelling through games and interests. Equalization is possible by giving all students access to good teachers, courses, and support through blended learning models leveraging OER. The AMPeD platform is presented as a way to integrate OER, motivate students with badges, and provide customized learning paths.
Learning Beyond Walls - eLearning Ideas and Possibilities for YouthKarim Wallani
This is a presentation I gave at at "U-TECH: Technology Ideas and Possibilities for Empowering 21st Century Youth", an IT seminar held on June 16, 2012 at Muhammad Ali Jinnah University (MAJU) in Karachi, Pakistan. The seminar was organized by Youth Empowering Spaces (YES) with the aim to empower 21st century youth through technology.
The document discusses technology trends that will impact libraries over the next decade. It identifies 23 trends that will be transformational, such as linked data, ebooks, mobile devices, and analytics. The author argues that libraries should focus on the user experience rather than technology itself and should position themselves as knowledge portals rather than just providers of collections and buildings. Libraries need to understand user behaviors and questions to develop the right service portfolio.
OpenSim: A New Alternative to Second LifeFleep Tuque
Summary: This session will give an overview of OpenSim, an open source multi-platform, multi-user 3D application server that can be used as an alternative to SecondLife. For campuses looking to develop a simulated "world" for teaching and learning, or for those looking for an alternative to SecondLife.
Presenter: Chris Collins, University of Cincinnati
Chris Collins (SL: Fleep Tuque) is an IT Analyst in the UCit Instructional & Research Computing department at the University of Cincinnati. She currently manages the campus-wide podcasting and Second Life projects at the University of Cincinnati, and serves as the Second Life Ambassador for the Ohio Learning Network. Chris blogs about technology, education, and the metaverse at http://fleeptuque.com.
Virtually educated - the reality of using Second Life and other virtual world...Eduserv Foundation
This document discusses issues related to using virtual worlds like Second Life in further education. It outlines some potential technical, identity, and engagement issues students may face in virtual worlds. It also summarizes tools like Sloodle that aim to integrate virtual worlds with learning management systems. The document further discusses current usage of Second Life in UK higher and further education and surveys some alternative virtual world platforms to Second Life like OpenSim, Twinity, and HiPiHi.
This document discusses Second Life, a 3D virtual world, and its potential uses for education. It provides details on what Second Life is, its technical requirements, and examples of educational institutions and projects that utilize it. The document also covers considerations for using Second Life pedagogically, including constructivist learning approaches, student engagement and immersion, and intellectual property issues.
Virtual worlds differ from other forms of virtual learning by providing real-time participation through avatars in a persistent 3D graphical landscape. Implementing virtual worlds comes with pitfalls like high costs and security risks, but also opportunities for immersive engagement. Key aspects to consider include openness vs. security, and technology vs. content. Major virtual world platforms take different approaches to delivering learning, with some focusing more on games, others on simulations, and others on user-generated content.
MOSES Broken Tablet Newsletter is the official newsletter of the MOSES Community, approved for public distribution by ARL-STTC and published semi-annually.
MOSES (Military Open Simulator Enterprise Strategy) Community is a professional, online networking group researching the ability of OpenSimulator platforms to provide independent, high-security, high-performance access to three-dimensional, online, interactive virtual environments. Backgrounds include military, technology, government, education, industry, and arts.
This document provides an overview of the key considerations for principals regarding technology vision and network infrastructure. It discusses the importance of having a long-term technology vision focused on creating 21st century learning environments. It also outlines essential network components and best practices for infrastructure, including servers, switches, firewalls/routers, wireless access, client devices, operating systems, bandwidth, backups, and inventory systems. Effective IT support is emphasized as critical to realizing the technology vision.
Thor II is a desktop studio machine created by Dr. Wuttipong Pongsuwan to allow for affordable, high-quality e-learning media production from a single PC. The machine integrates hardware like capture cards and software like vMix to support multiple video/audio inputs, live streaming, recording, and output. It was tested for streaming courses between campuses 40km apart. The machine was also integrated with the open-source edX platform to create MOOCs for Shinawatra University.
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Similar to Opening Up Access In Games, Simulations and Virtual Worlds (20)
Introduction to research ethics for VR, from undergraduate lectures at the School of Simulation & Visualisation at The Glasgow School of Art.
Includes a basic introduction to research ethics.
A brief introduction to some of the issues around ethics in Virtual and Augmented Reality. For developers and users, what are the ethical issues around the business, commercial and entertainment uses of VR/AR?
Do decisions made in games have any ethical implications? After all, its just a game!
But are some things too terrible, too taboo, to represent in computer games?
1. The document discusses the idea of using gamification to improve learning outcomes in schools. It presents three options for responding to a school head who wants to invest in gamification: that it's a great idea, that it needs more thought, or that it's a terrible idea.
2. It then expands on each option, noting that gamification can promote engagement and deeper learning but may not be suitable for all types of learning. It also discusses definitions of gamification, intrinsic vs. extrinsic motivation, and challenges like lack of research and difficulty in designing good games.
3. Overall, the document presents both benefits and risks of gamification, concluding that rewards systems can work and games/simulations provide
Games courses are often criticized for not adequately preparing students for industry. The document discusses several issues:
1) Graduates have less knowledge of low-level programming concepts compared to 10 years ago and struggle with technical questions.
2) There is a misalignment between what parents, students, academics, and industry want from games courses. Industry wants graduates to be adaptable learners.
3) Graduates feel they learned more in their first year of work than in their degree and want courses to cover more practical skills and tools used in industry.
4) However, it is not possible to teach "everything" in a 4-year degree given time constraints, so courses should focus on developing lifelong
An alternate reality game (ARG) is an interactive narrative that uses the real world as a platform to tell a story through multiple media. I Love Bees was a seminal ARG from 2004 that involved over 100,000 players solving puzzles related to the video game Halo through websites, phone calls, and online discussions. Players had to work together to understand the narrative and help an artificial intelligence trapped on the internet. Developers responded to player actions, adapting the story based on their ideas and progress, in a demonstration of collective intelligence.
Can we afford games, simulations and virtual worlds in education?Daniel Livingstone
Developing new educational games can be surprisingly expensive. The costs of development are discussed and strategies for reducing costs to make educational use of games, simulations and virtual worlds more sustainable for the long term.
The document discusses integrating Moodle with virtual worlds like Second Life to enable e-learning in those environments. It outlines different approaches to integration like using Moodle only through a web window or fully integrating tools. It also mentions specific tools developed for the SLOODLE integration plugin and roadmaps for future versions adding more features and compatibility with Moodle 2.0. The goal is to make it easier for educators to incorporate virtual worlds into their courses using a familiar learning management system interface.
Where next for virtual worlds? A look at some current technology developments which will impact on the use of virtual worlds in higher education - or present challenges as we try to integrate a wider range of technologies with current web and 3D learning environments.
Daniel Livingstone's presentation from the Eduserv workshop "Where next for virtual worlds"
(See notes for text to accompany the presentation)
The document summarizes how SLOODLE tools were used to support teaching and learning with Second Life across two different classes at the University of the West of Scotland. In one class, Second Life was a core part of the course, while in the other class it was only briefly used. SLOODLE tools allowed students in both classes to collaborate online, present work in Second Life without extensive technical skills, and engage in virtual activities like field trips. The summary provides an overview of how SLOODLE supported different aspects of the two courses like group work, lectures, and student presentations.
Sloodle is a virtual learning environment that integrates the 3D virtual world of Second Life with the learning management system Moodle. It allows for teaching and learning activities like disseminating course materials, submitting assignments, online assessments, and collaborative activities to take place across these two platforms. While early experiences with teaching in Second Life found it too open-ended and distracting, Sloodle aims to provide more structure and goals for learning. It includes tools like a virtual drop box, quiz chair, and presentation area to support educational activities within Second Life linked to a Moodle course. Sloodle has been used in a variety of subject areas by hundreds of teachers internationally and continues to develop its features and community.
This document summarizes the growth and commercial uses of virtual worlds. It notes that virtual worlds like Second Life allow users to create content and sell virtual goods, with some users earning real-world income. Many large companies have used virtual worlds for marketing, though some have left. The document also discusses regulatory issues around virtual world economies and property rights.
This document discusses virtual worlds and their potential uses in education. It begins with descriptions of two virtual worlds, the Elizabethan tearoom and River City Project, that provide immersive learning environments. Several other virtual world platforms are mentioned that could support educational activities, including OpenSimulator, Project Wonderland, and OLIVE. The document concludes by listing additional resources on virtual worlds, multiplayer games, and ways different platforms have been combined with online learning systems like Moodle.
This document discusses various topics related to virtual worlds and their impact on society. It references several academic papers and news articles about politics, religion, relationships, and businesses being conducted in virtual worlds like Second Life. The document suggests that virtual worlds are becoming more integrated into real-world activities as politicians give press conferences in them, religious groups use them for worship, and businesses promote real locations through virtual representations of them.
A lecture discussing the use of some popular Web 2.0 tools for online collaboration.
Originally posted as a Google Presentation, hyperlinks lost in conversion:
http://docs.google.com/Presentation?id=dgsbm7jn_35dcmp8rcj
Virtual worlds and virtual learning environments like Second Life offer opportunities for synchronous collaboration and learning activities. Second Life allows users to create content and interact with other residents in a user-created virtual world. While open-ended nature can be challenging, Second Life has been used for simulations, collaboration, role-playing and constructionist projects. Integration with learning management systems may help provide more support for guided learning activities in these environments.
The document discusses the history and evolution of virtual worlds from text-based MUDs and MOOs to modern 3D virtual worlds like Second Life. It describes how MOOs allowed users to modify content and were used for some educational purposes. It then outlines the rise of massively multiplayer online games like World of Warcraft before focusing on Second Life as a general purpose virtual world that allows users to build content, engage in commerce, and is used by some educational institutions and businesses. It concludes by discussing challenges of using virtual worlds in education and proposing the creation of a learning community focused on virtual worlds at the University of Western Scotland.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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.
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আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
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Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
8. How To: A Famous Example Tutor buy in Tradition of sharing, openness Senior Management Support Market Research Technical Support $11 Million Dollars
9. No funding? Use OER – save your time and money If there is no prospect of large institutional program then why produce your own? Funding and research opportunities?
10. American Graduation Initiative US$500 Million for the creation of OER “ an open-source, easily accessible system of robust courses will produce the most profound equalization of access to cutting-edge knowledge and information since the creation of the public library.” Arne Duncan (Secretary of Education), Politico, 1 st October
11. Games and Simulations Engage students Learn by doing Structured learning experiences Incremental challenges - “ Frustration and Resolution” - “Pleasantly Frustrating” What Video Games Have to Tell us About Learning, Gee, 2003 Learning By Doing, Aldrich, 2005 Epistemic Games, Schaeffer
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16. Games Put educational content in a game framework Challenges Rewards Missions / Quests Raise the challenge over time Informal learning in non-educational games
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21. Virtual Worlds Multi-user online places Often massively multi-user Looks like a computer game Some are! Some allow users to create their own content Including educators!
24. Economics How much does it cost to create an educational game or simulation? Can we afford to produce educational OER games and virtual worlds as a sustainable activity?
25. Economics of Games Commercial console game: US$10 Million+ Education game: America's Army: $7.5M, $12M, ? More typical?: $100,000+ Alternatives? 'Modding' - Can still be expensive
26. GameSpace SQA Basic skills National roll-out (Scotland) Expected life: 3+ years Development costs: 3-6 months, 4 staff
27. Are games open? Free... to use to edit/re-mix? to share with others? to use in commercial courseware? Additional Restrictions Do I need to buy something else first? Will it run on my machine?
28. Bespoke Virtual Worlds Platforms: Forterra OLIVE, VastPark, Thinking Worlds, … Generate your own bespoke VW Costs in-line with game development
29. Second Life Free client Cheap to use during evaluation (Can be) cheap to develop new content Can build on existing content easily Community
30. OpenSim Open source server software Compatible (largely) with SL client Host yourself ...or 3 rd party host Similar surface experience
31. Economics of Second Life Bespoke content created by consultants Reduced rates for educators Content created by faculty and students Quality? Time? 3 rd Party bought in content Costs: $1000 - $10,000+ True costs?
32. Second Life Permissions Hard coded: Copy Modify Transfer Additional: Copy out of Second Life
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37. Second Life Backups Tools to copy items out of Second Life Second Inventory CopyBot BuilderBot Meerkat Viewer Compliance with Linden Lab policy?
38. OpenSim Backups OAR Files OpenSim Archive XML file format Can backup/restore complete sims
39. Is a SL resource open? Free... to use to edit/re-mix? to share with others? to use in commercial courseware? Additional Restrictions Can I copy this to OpenSim? Are scripts published online?
40. From OER to RLO Reusable Learning Objects Content Metadata Standards SCORM, IMS LD, AICC, LAMS Packaging Interoperability with LMS Repositories
41. Virtual World RLOs Content In-world, OAR, XML Metadata Merlot Repositories Merlot, JORUM Interoperability SLOODLE Packaging ?
42. Opening Up Education in Virtual Worlds Growing OER movement Growth in interest in VW OER Missing Standards What is a VW OER? Technical Standards Missing Tools
Editor's Notes
This presentation was given at SJSU SLIS on Wednesday the 21 st of October, as part of Open Access Week 2009. I note that within the School, the part time faculty: Includes Meredith Farkas,who has the Information wants to be free blog and Elyssa Kroski, who is currently teaching a course on OER and libraries. … so some individuals here probably have more expertise than I have on open education! In the opening sections where I introduce OER my main goal will be to outline some of the basics without making too many mistakes! This talk title deliberately inspired by the book “Opening Up Education”, available online free from MIT Press: http://mitpress.mit.edu/catalog/item/default.asp?ttype=2&tid=11309 This presentation is made available under a Creative Commons Attribution Share-Alike Licence
Open Education is known under a range of names and covers a range of different things. Three main elements: Course Content Everythng from open syllabi/course outlines to complete video courses with supplementary notes. Course Designs LAMS allows the capture of lesson plans and activities – with LAMS it is possible to share complete lesson plans which combine online and offline activities, content and student discussion and activities Technologies to support Open Education Also worth noting current moves towards open research OpenNotebook; OpenHardware
OpenCourseWare – Over 200 institutions providing OER, including MIT - http://www.ocwconsortium.org/ OpenLearn – From Open University in the UK) - http://openlearn.open.ac.uk/ Merlot – Long established database of free online materials for teaching and learning - http://www.merlot.org/merlot/index.htm OpenLearningInitiative (Carnegie Mellon) - http://oli.web.cmu.edu/openlearning/ Connexions (Online space for creating and sharing OER) - http://cnx.org/ Wikiversity (WikiMedia Foundation) - http://en.wikiversity.org/ Open Education Resources (overall banner) Jorum – UK repository - http://www.jorum.ac.uk/ Opened (Creative Commons) - http://opened.creativecommons.org/Main_Page OER Commons – search for OER materials - http://www.oercommons.org/ CcLearn (Creative Commons) - http://learn.creativecommons.org/
Sample WikiVersity course. Some areas are better served than others – there is, for example, a lot of Computer Science and Software Engineering content. Courses – including student activities – all tend to be presented in the familiar wiki format. This is not really the most engaging form – compares poorly against video lectures on e.g. iTunes U or YouTube Edu
OER Commons provides a search interface to find OER. Can limit search by school sector (Middle School, High School, Post Secondary...), by subject area and by reuse permissions attached to the materials
So what is Open? It implies some degree of freedom, in a practical sense freedoms might involve the freedom to use a resource (with or without the ability to take a local copy), freedom to edit or remix, freedom to distribute/share. Some OER even allow the freedom to reuse the material within commercial courseware – but often with the 'Share Alike' restriction. With this a company might use the material is a premium print product, but has to ensure the material remains available online for free. The most common restriction on use is probably 'attribution' – you need to credit the original authors of a work. A good summary of the most common licenses for OER is available at the top of http://en.wikipedia.org/wiki/Creative_Commons_licenses
There was a good discussion over these questions. Few people were actively using OER. Common reasons were: - Lack of awareness of existence of resources - Poor fit with taught course - Already have bank of materials - Difficulty in finding useful OER An easy way to start incorporating OER is to add relevant resources to your recommended reading list. Or find introductory materials that students can use for revision when they start your course. Few people were contributing OER - Lack of time, money, support: Perceived that it is time intensive to create OER, and there is no direct reward or benefit in doing this - I am currently working on OER version of one of my own courses. Trying to do this as I update the course, to minimise the extra effort involved. - Will this boost my own credentials with University? With students? Will it help promote the university brand.
MIT Example from Opening Up Education, Chapter 14: http://mitpress.mit.edu/books/chapters/0262033712chap14.pdf A lot of factors involved in MITs decision to release their materials under a creative commons licence. Having technical and publishing support to minimise the effort required in preparing materials helps; Marketing research determined that there was no simple way of monetising the materials & that efforts to create large distance learning programs might not succeed and were not in staff interests. Having an $11Million grant for the initial trial probably helped a little too!
Reasons for using OER should be clear - provide additional resources for students to support learning - save faculty time in preparing materials; more time to support students For creating? Promote institutional brand Promote your own courses – evidence from MIT and Open University is that their OER resources and sites are attracting students to sign up for full courses. Make it serve your own career – promote your own academic credentials, your own teaching credentials. Will your current department recognise this? Will your next? Reuse your own materials over years Go and get funding – there is funding available from a number of bodies to support the creation of OER. Some are very large fund for institutional bids, others support smaller projects & may be effective in supporting individuals in open sourcing their own materials.
Additional funds for OER pledged by the Obama administration. Many states have provision or proposals along similar grounds (with long term aim of saving money on purchasing materials)
This is only the briefest of summaries. The recommend texts expand considerably on this, and there has been a LOT published in recent years on the use of games and simulations in education.
Business simulations, and wargame sims have a long history – long before computers. The journal 'Simulation and Gaming' is over 30 years old. Making a clear distinction between a simulation and an educational game is not always straight-forward. Sims can vary from very restricted sims that capture only very tightly scoped aspects of reality to more complete simulations of complex systems. From individual spring simulations to simulations of complete economies. Lemonade stand to SimCity The original SimCity is now available to play online for free - http://simcity.ea.com/play/simcity_classic.php
Interactive simulation from the University of Colorado at Boulder. http://phet.colorado.edu/ These tend to be very tightly scoped, but cover a wide range of systems in STEM subjects. Note that these free and reusable simulations have been funded by the Hewlett Foundation, the NSF and others. You can download the complete website or individual sims for local installation. License terms are either Creative Commons Attribution or GPL – and source code is available. Commercial reuse is allowed. http://phet.colorado.edu/about/licensing.php
ActonSims http://www.actonsims.com/ More entertaining mini-game simulations. The Lemonade Stand of today? Free to use (with registration), but not available for download or copying
Much more complete and detailed simulation – a complete high-fidelity submarine. Not free to use, not even available – this was work for a client and used for naval training.
Games tend to have a greater emphasis on being entertaining. Again, the line between sim and game can be narrow and sometimes not at all clear.
An opportunity to mention the work of some of my friends – Derek Robertson and Ollie Bray at Learning Teaching Scotland. Derek has been pioneering game-based learning in Scottish schools for a few years now, and is now an in demand speaker internationally. http://www.ltscotland.org.uk/ictineducation/gamesbasedlearning/index.asp While their work does include some educational games (e.g. using Dr Kawashima's Brain Training to support arithmetic development), many projects use non-educational games as a focus to engage students in a more traditional curriculum – e.g. cross-curricula projects centred round 'Guitar Hero' Good Derek Robertson interview here: http://www.futurelab.org.uk/resources/publications-reports-articles/web-articles/Web-Article974
Increasingly commercial – and successful – games have elements of education and training. Rome Total War has a lot of accurate historical detail relating to Roman armies, opponents and historical campaigns; Buzz: The Schools Quiz is commercially available for PS2 and features questions which relate directly to the National Curriculum for England and Wales, Key Stage 2 (ages 7-11)
America's Army is actually developed as a promotional tool rather than a training tool – but there is a lot that can be learned on Army procedures and methods. Derivatives of the game were also developed to address Army training needs more directly.
Re-Mission is an unusual example – the game play appears to be more inspirational than educational. Players (intended for young people with cancer) travel through the body zapping cancer cells. http://www.re-mission.net/ Despite what appears to be unrelated game play, trials found the game to improve cancer related knowledge http://dx.doi.org/10.1016/j.jadohealth.2007.04.006 More importantly, the game helped improve adherence to programs for self-administered medications: http://pediatrics.aappublications.org/cgi/content/abstract/122/2/e305
This shows the Metaplace virtualworld running inside a Moodle LMS homepage
Theatron project in Second Life. http://www.english.heacademy.ac.uk/explore/projects/archive/technology/tech23.php This project has created a library of recreations of classical and important historical theatres in Second Life – these are a resource for studying the history of theatre and also for set design and related subjects.
Sylvia Martinez on Generation Yes blog has written a few times about the effect of the costs, and the limited market size for education software. A successful commercial game will quickly sell more copies than there are teachers in the US. learningevolves.wikispaces.com/consumer_market+forces
http://www.sqa.org.uk/sqa/36537.html If a game is not going to be used by a large number of learners over several years, the development costs may be prohibitive
Even where source and assets are available, it is likely simply too expensive and impractical to expect others to remix and reuse the game in different contexts... Although there are banks of creative commons and open source assets and code that can help produce games, and perhaps if there were more of these, better assets and better searchability then we might see some of the costs come down. To really work this might require a common gaming platform. Arden and Revolution are both NWN mods – and require that you buy NWN first (PC only?) - only £5 per machine, but still, not truly free. Arden also allows the assets to be used in generating new NWN mods... but to be able to use these requires considerable time and some skill to create new educational content of value/interest Commercial mods also available: http://www.alteredlearning.com/
Especially popular/cheap where faculty treat SL as part hobby – extra time to learn how to build/develop content, and then time to develop that content. Community is key – help with developing content, finding content, reusing content. Second Life has a large community and a very active mailing list, many wikis etc. Mailing list: https://lists.secondlife.com/cgi-bin/mailman/listinfo/educators Before you sign up: Beware – this is a VERY high volume list
People often under-report the costs of development in Second Life – reporting only the money spent, and not properly accounting for time input in development. Taking time into account, costs can escalate dramatically. Under-reporting in part due to early adopters treating SL partly as a hobby. Possible to use student created content – this drives down costs, generally not as high quality as bespoke content creation from professional consultants and developers.
There is a permission system built into Second Life – this can be thought of as a form of Digital Rights Management. Creators can give away or sell their creations, and allow (or disallow) the new owner to: - create multiple copies of the item - make changes to the item - give the item to someone else Additional policies from Linden Lab address the right to copy items out of Second Life – but these are not enforced with software. As with additonal terms relating to reuse, these require Terms of Use to be distributed with the object.
Scottish Inventions Library was a student project. Was available for 'free use' by any visitor wishing to visit, and contained a range of exhibits relating to Scottish inventions and inventors – including original 3D models. BUT students did not provide full permission copies of their objects, and space was cleared for subsequent student projects. An example of free OER in SL that no longer exists – there are many similar (and more famous!) resources in SL that could cease to exist at any time.
https://xstreetsl.com/ Web based e-commerce for Second Life. Around 10,000 items in the 'Free' category – these items cost either 0L$ (Linden dollars) or 1L$ - a tiny fraction of a cent. Some are full permission, but not all.
CliVE island includes tools for cataloguing free resources in SL, and is linked to the Merlot project http://clive.merlot.org/index.html
JISC Otter project http://www.jisc.ac.uk/whatwedo/programmes/elearning/oer/otter.aspx This includes making resources available in SL as OER as part of project – but few details of what this entails other than making objects available for free. Most of the project is not directly related to SL.
Tools for copying items from Second Life to local disk. http://meerkatviewer.org/
http://opensimulator.org/wiki/OpenSim_Archives
How to attach a license to objects in SL – usually via notecards
Packaging larger packs of content Turing content into cartridges (zip files?) that can be unpacked and installed anywhere (SL, OpenSim) Content that integrates with LMS