This document summarizes a presentation given by Elisa Rubino on Sloodle, an open source project that integrates learning management features from Moodle with interactive 3D virtual environments like Second Life. Sloodle allows activities like presentations, quizzes and assignments to bridge between the virtual world and a Moodle course site. The document describes how objects like the registration booth, presenter and quiz chair function. It provides an example scenario of a student named Andrew using Sloodle through his Moodle physics course to attend virtual lessons and complete assignments in Second Life. In 3 sentences or less.
This document discusses SLOODLE, an open source project that integrates learning management features from Moodle with interactive 3D environments like Second Life. SLOODLE allows activities like lectures, assignments and quizzes to span both Moodle and virtual worlds. The author explains how SLOODLE works and provides examples of how teachers could use it to engage students accustomed to gaming and virtual worlds in new styles of online education. Specific SLOODLE tools are described that link the two platforms, like allowing students to submit assignments or take quizzes within Second Life.
1. The document discusses Sloodle, which integrates learning management features from platforms like Moodle with 3D virtual environments like Second Life.
2. It describes the story of a student, Andrew, who is uninterested in traditional textbooks but spends time online gaming. His physics teacher Charles creates a Sloodle course to engage students like Andrew.
3. Andrew enrolls in Charles' Sloodle course through Moodle, downloads Second Life, and learns to navigate the virtual world. Sloodle allows Charles to assign tasks, provide quizzes, and give presentations to students in Second Life.
The document introduces Sloodle, a tool that integrates virtual learning environments like Moodle with 3D virtual worlds like Second Life. It describes how Sloodle allows teachers to create interactive lessons in Second Life, assign tasks to students, evaluate their work, and provide a controlled learning experience through the integration with Moodle. An example scenario is given of a teacher using Sloodle to engage a reluctant student in physics lessons delivered across Second Life and Moodle.
This document outlines a presentation on using new technologies in the classroom given by Rocío Fernández of the Catholic University. The presentation includes an overview of the university's teacher training programs and focus on digital competencies, followed by a workshop using the Edilim authoring tool to create an interactive digital tale. Students then complete a questionnaire and debate on integrating technology into learning.
School bullying and violence is an issue of serious and increasing concern all over Europe. Many empirical research works have shown that the pupils’ aggressiveness often influences the learning environment in a negative way, affecting productivity and success at school. In recent years, a...
The document discusses four key questions about eLearning: who should be taught, what should be taught, who should do the teaching, and how should teaching be done. It outlines that with new technologies, everybody will eventually be able to engage in eLearning. It also discusses that eLearning allows everything to be taught and provides more effective practical training options. Determining who does the teaching is more complex, and may involve various roles from designers to instructors. Different approaches can be taken depending on factors like the subject matter and students. Standards like SCORM have helped organize online educational content and systems.
This document provides an overview of the IMS Learning Design (IMS-LD) specification including:
- A brief history of IMS-LD and how it builds upon earlier e-learning standards like OUNL-EML
- An explanation of what IMS-LD is - a formal notation for describing learning designs in terms of roles, activities, and resources
- Examples of how IMS-LD can be used to represent learning designs using metaphors like plays, acts, roles, and environments
What Do Academics and Educators Do on Social Media and Networks? What Do Thei...George Veletsianos
A presentation to the Canadian Institute of Distance Education Research. In this talk I draw on empirical studies conducted by a number of researchers (including work by myself and Royce Kimmons) to examine academics’ and educators’ participation in networked spaces. These studies point to three significant findings: (a) increasingly open practices that question the traditions of academia, (b) personal-professional tensions in academic work, and (c) a framework of identity that contrasts sharply with our existing understanding of online identity. - See more at: http://www.veletsianos.com/#sthash.73brAcX2.dpuf
This document discusses SLOODLE, an open source project that integrates learning management features from Moodle with interactive 3D environments like Second Life. SLOODLE allows activities like lectures, assignments and quizzes to span both Moodle and virtual worlds. The author explains how SLOODLE works and provides examples of how teachers could use it to engage students accustomed to gaming and virtual worlds in new styles of online education. Specific SLOODLE tools are described that link the two platforms, like allowing students to submit assignments or take quizzes within Second Life.
1. The document discusses Sloodle, which integrates learning management features from platforms like Moodle with 3D virtual environments like Second Life.
2. It describes the story of a student, Andrew, who is uninterested in traditional textbooks but spends time online gaming. His physics teacher Charles creates a Sloodle course to engage students like Andrew.
3. Andrew enrolls in Charles' Sloodle course through Moodle, downloads Second Life, and learns to navigate the virtual world. Sloodle allows Charles to assign tasks, provide quizzes, and give presentations to students in Second Life.
The document introduces Sloodle, a tool that integrates virtual learning environments like Moodle with 3D virtual worlds like Second Life. It describes how Sloodle allows teachers to create interactive lessons in Second Life, assign tasks to students, evaluate their work, and provide a controlled learning experience through the integration with Moodle. An example scenario is given of a teacher using Sloodle to engage a reluctant student in physics lessons delivered across Second Life and Moodle.
This document outlines a presentation on using new technologies in the classroom given by Rocío Fernández of the Catholic University. The presentation includes an overview of the university's teacher training programs and focus on digital competencies, followed by a workshop using the Edilim authoring tool to create an interactive digital tale. Students then complete a questionnaire and debate on integrating technology into learning.
School bullying and violence is an issue of serious and increasing concern all over Europe. Many empirical research works have shown that the pupils’ aggressiveness often influences the learning environment in a negative way, affecting productivity and success at school. In recent years, a...
The document discusses four key questions about eLearning: who should be taught, what should be taught, who should do the teaching, and how should teaching be done. It outlines that with new technologies, everybody will eventually be able to engage in eLearning. It also discusses that eLearning allows everything to be taught and provides more effective practical training options. Determining who does the teaching is more complex, and may involve various roles from designers to instructors. Different approaches can be taken depending on factors like the subject matter and students. Standards like SCORM have helped organize online educational content and systems.
This document provides an overview of the IMS Learning Design (IMS-LD) specification including:
- A brief history of IMS-LD and how it builds upon earlier e-learning standards like OUNL-EML
- An explanation of what IMS-LD is - a formal notation for describing learning designs in terms of roles, activities, and resources
- Examples of how IMS-LD can be used to represent learning designs using metaphors like plays, acts, roles, and environments
What Do Academics and Educators Do on Social Media and Networks? What Do Thei...George Veletsianos
A presentation to the Canadian Institute of Distance Education Research. In this talk I draw on empirical studies conducted by a number of researchers (including work by myself and Royce Kimmons) to examine academics’ and educators’ participation in networked spaces. These studies point to three significant findings: (a) increasingly open practices that question the traditions of academia, (b) personal-professional tensions in academic work, and (c) a framework of identity that contrasts sharply with our existing understanding of online identity. - See more at: http://www.veletsianos.com/#sthash.73brAcX2.dpuf
The document provides biographical information about Andrej Afonin. It states that he was born in 1981 in Brest, Belarus, obtained bachelor's and master's degrees in computer science, and is currently seeking a PhD from KTU in Lithuania. His research focuses on distributed virtual environments, Web 2.0 services in education, and interoperability in personal learning environments. In his free time, he enjoys sports like basketball and ping pong.
The document discusses active learning and provides examples of tools that can be used to facilitate active learning. It defines active learning as an approach where students take an active role in building their own understanding rather than passively receiving information from a lecturer. Some active learning tools mentioned include Big Blue Button for online collaboration, simulations to emulate real-life scenarios, and clickers/response systems for real-time feedback in lectures. Wikis, role playing, and virtual labs are also cited as ways to encourage active participation over passive listening.
Presentation / Keynote for The Aalborg University Teaching Day 2015Thomas Ryberg
Presentation titled "Changing Conditions for PBL? A Critical View on Digital Technologies as a Springboard to Unfold the Potentials.
Given at the annual Teaching Day in Aalborg University
The document describes the origins of the first modern Massive Open Online Courses (MOOCs) offered by Stanford University in 2011. It explains that these MOOCs, which attracted over 100,000 students each, built upon years of experimentation with online and blended learning by Stanford researchers like Daphne Koller and Andrew Ng. They were influenced by pioneers in online education like Sal Khan and lynda.com. While MOOCs achieved widespread popularity in 2011, their development into highly scalable online learning platforms that could reach large, global audiences was the result of gradual innovation over many years by an international community of educators.
Rethinking digital literacies: a sociomaterial analysis of students use of te...Martin Oliver
This document summarizes a study that used sociomaterial analysis to examine students' use of technology. The researchers conducted surveys, focus groups, and multimodal journaling with students to understand their digital practices. Three orientations towards technology emerged: curation, where students carefully organized digital resources; combat, where students reluctantly adopted technologies due to social pressures; and coping, involving pragmatic workarounds used in resource-constrained environments. The study challenges notions of digital literacy as a set of skills and instead frames it as situated socio-technical practices that are distributed across humans and technology.
Sloodle integrates the virtual environment of Second Life with the learning management system Moodle. This allows educational tools and content from Moodle to be used within Second Life's 3D virtual world. Some key features include discussion forums, quizzes, and drop boxes that span both platforms. Sloodle aims to enhance online education by providing an immersive virtual setting with the integrated functionalities of a learning management system.
Using 3D Virtual Worlds - OpenSim (ulator), Quest Atlantis - To Teach Interna...David W. Deeds
OpenSimulator aka OpenSim. OpenSimulator developers prefer the former. Includes links to David W. Deeds' free new e-book, "OpenSimulator: School Quick Start Guide." Changchun American International School is seeking partners interested in starting a K-12 OpenSimulator grid. And a K-12 Second Life island.
A Mobile Information Management Framework Proposal for Development of Persona...Mehmet Emin Mutlu
In this study, a personal information management framework, in which the learner can save his/her personal learning experiences and simultaneously or later he/she can evaluate his/her integrated learning experiences with his/her other experiences a person has, will be offered. By using this approach users can manage their personal and professional development more efficiently.
This document discusses the effectiveness of using multimedia in teaching. It notes that students learn in different ways and multimedia provides teachers varied formats to convey information through videos, CDs, simulations and other tools. However, multimedia resources can be limited by school budgets. Vision Learning provides integrated web-based tools to make developing multimedia presentations easy for teachers. An activity was also conducted with first standard students from private and government schools to assess the impact of multimedia on developing students' understanding and analytical skills.
Designing a web community for collaborative authoring of open educational res...Hans Põldoja
This document describes LeMill, a web community for collaboratively authoring open educational resources. LeMill allows users to find, create and share open learning resources including multimedia pages, presentations, exercises and more. Resources can be divided into content, activities and tools. LeMill aims to link people through shared interests and skills and support collaborative authoring through groups and forums. The document discusses LeMill's theoretical foundations and design process, and provides an evaluation of current usage including technical issues, underutilized features and the need for a larger user base to fully enable collaborative authoring.
Spaces, places and technologies: can we know, value and shape policy to provi...Martin Oliver
Values can be espoused; they can be enacted; but they can also be represented in the way that structures and systems are created (Feenberg, 1999). Students’ engagement with Higher Education is shaped in important ways by the spaces in which they study, the resources they work with and the materials they produce, things that are widely overlooked in educational research (Fenwick, Edwards & Sawchuk, 2011). This lack of scrutiny limits our ability to understand the values of higher education, and how they vary not only by discipline but also setting – which is an issue, since technologies (including resources and designed spaces) are so much more durable than talk or action in the way that they shape society (Latour, 1999).
In this paper, we report on a research project that explored sociomaterial aspects of students’ experiences of learning. 12 students (3 each of PGCE students, Masters’ students, Doctoral students and Masters’ students studying at a distance) undertook multimodal journaling over a period of 9 months to document the ways in which they used resources, technologies and spaces to be ‘digitally literate’, in order to achieve success in their studies. In addition to generating images, videos and field notes, the students were each interviewed three or more times to generate accounts of their studies.
The analysis of this dataset showed how markedly different ‘success’ was, in terms of resources and practices, to different students. It demonstrated that the phrase, “the student experience”, is misleadingly singular: students’ experiences varied considerably. It also revealed where and when their learning was or was not valued. Examples of such situations will be provided, to show how the configuration of spaces, technologies and other resources affects students’ ability to succeed in their studies, and what individuals did to overcome these.
Finally, we will illustrate how these issues relate to institutional policy making, looking at an example of how evidence about student experience does (and does not) link through to institutional action.
This document discusses open source educational technologies for teaching and learning. It introduces key terms like open source tools and educational technologies. It explains that technologies can help expand learning beyond textbooks and engage students in different ways. Some potential benefits of technologies discussed include better simulations, virtual manipulatives, more efficient assessment, and interactive e-books. Several free web tools are also highlighted that can be used for teaching and learning across subjects, including Google Earth, ePals, ThinkFree Online Office, OpenOffice, and IBM's Many Eyes data visualization tool.
Before teaching in Second Life be a studentRuth Martínez
Only if you have been there like a student you will consider some aspects not only to improve user engagement if not to enrich the experience and to design the learning activity and, one of the most important things, to research new ways for learning.
As student you will realize the importance of a previous support to obtain an idea about the activity (aims, details and methodology) that you are required to make into Second Life. You will consider some values and needs to be explain before using, for example, communicative tools from Second Life. Should you explain what is a notecard before using it in your class? Should you give a roadmap about what kind or Slurls or land could be useful to visit for the learning activity? So, would you explain how to use the map and the search before? And maybe you wonder how would you determine the level of knowledge about Second Life of your students and, if doing that how to design the learning activity because Second Life has to be a tool for teaching not the subject of your learning activity.
Universal Design for Learning (UDL) in Practice was implemented at Algonquin & Lakeshore Catholic District School Board. The document discusses constructivism as an educational model and how technology can help develop constructivist classrooms. It describes how UDL was used in a classroom, including tools like SMARTBoards, laptops, and software. Student and teacher skills developed through participating. UDL allowed for inclusive, accessible education for all students.
Collaboration on learning objects – Expectations and Realityigualproject
Collaboration on learning objects can be challenging in reality compared to expectations. A Codewitz project from 2001-2007 produced 198 learning objects but collaboration was difficult due to issues like funding, technology choices, design disagreements, and cultural differences between partners. The key lessons are that carefully selecting compatible partners, having the right funding, and ensuring people work towards shared goals are important for successful collaboration on educational projects.
Spaces, places and technologies: a sociomaterial perspective on students’ exp...Martin Oliver
This session will introduce approaches to studying students¹ experiences developed as part of a JISC-funded project on Digital Literacies. A brief overview will be provided of the project itself, providing an opportunity to discuss some of the theoretical ideas (drawn from sociomateriality) that shaped it. The rest of the session will focus on the research methods used in the project, providing opportunities for participants to find out about the mapping work, multimodal journalling, interviews and student presentations, and to consider how to work with the data that these approaches generate.
The document mentions locations in Amman, Jordan such as a graduation at an amphitheater, the main mosque, and high street shopping. It also refers to an in flight service on a NYC route and eating shawerma. Additionally, it lists the historical site of Jerash.
The document provides biographical information about Andrej Afonin. It states that he was born in 1981 in Brest, Belarus, obtained bachelor's and master's degrees in computer science, and is currently seeking a PhD from KTU in Lithuania. His research focuses on distributed virtual environments, Web 2.0 services in education, and interoperability in personal learning environments. In his free time, he enjoys sports like basketball and ping pong.
The document discusses active learning and provides examples of tools that can be used to facilitate active learning. It defines active learning as an approach where students take an active role in building their own understanding rather than passively receiving information from a lecturer. Some active learning tools mentioned include Big Blue Button for online collaboration, simulations to emulate real-life scenarios, and clickers/response systems for real-time feedback in lectures. Wikis, role playing, and virtual labs are also cited as ways to encourage active participation over passive listening.
Presentation / Keynote for The Aalborg University Teaching Day 2015Thomas Ryberg
Presentation titled "Changing Conditions for PBL? A Critical View on Digital Technologies as a Springboard to Unfold the Potentials.
Given at the annual Teaching Day in Aalborg University
The document describes the origins of the first modern Massive Open Online Courses (MOOCs) offered by Stanford University in 2011. It explains that these MOOCs, which attracted over 100,000 students each, built upon years of experimentation with online and blended learning by Stanford researchers like Daphne Koller and Andrew Ng. They were influenced by pioneers in online education like Sal Khan and lynda.com. While MOOCs achieved widespread popularity in 2011, their development into highly scalable online learning platforms that could reach large, global audiences was the result of gradual innovation over many years by an international community of educators.
Rethinking digital literacies: a sociomaterial analysis of students use of te...Martin Oliver
This document summarizes a study that used sociomaterial analysis to examine students' use of technology. The researchers conducted surveys, focus groups, and multimodal journaling with students to understand their digital practices. Three orientations towards technology emerged: curation, where students carefully organized digital resources; combat, where students reluctantly adopted technologies due to social pressures; and coping, involving pragmatic workarounds used in resource-constrained environments. The study challenges notions of digital literacy as a set of skills and instead frames it as situated socio-technical practices that are distributed across humans and technology.
Sloodle integrates the virtual environment of Second Life with the learning management system Moodle. This allows educational tools and content from Moodle to be used within Second Life's 3D virtual world. Some key features include discussion forums, quizzes, and drop boxes that span both platforms. Sloodle aims to enhance online education by providing an immersive virtual setting with the integrated functionalities of a learning management system.
Using 3D Virtual Worlds - OpenSim (ulator), Quest Atlantis - To Teach Interna...David W. Deeds
OpenSimulator aka OpenSim. OpenSimulator developers prefer the former. Includes links to David W. Deeds' free new e-book, "OpenSimulator: School Quick Start Guide." Changchun American International School is seeking partners interested in starting a K-12 OpenSimulator grid. And a K-12 Second Life island.
A Mobile Information Management Framework Proposal for Development of Persona...Mehmet Emin Mutlu
In this study, a personal information management framework, in which the learner can save his/her personal learning experiences and simultaneously or later he/she can evaluate his/her integrated learning experiences with his/her other experiences a person has, will be offered. By using this approach users can manage their personal and professional development more efficiently.
This document discusses the effectiveness of using multimedia in teaching. It notes that students learn in different ways and multimedia provides teachers varied formats to convey information through videos, CDs, simulations and other tools. However, multimedia resources can be limited by school budgets. Vision Learning provides integrated web-based tools to make developing multimedia presentations easy for teachers. An activity was also conducted with first standard students from private and government schools to assess the impact of multimedia on developing students' understanding and analytical skills.
Designing a web community for collaborative authoring of open educational res...Hans Põldoja
This document describes LeMill, a web community for collaboratively authoring open educational resources. LeMill allows users to find, create and share open learning resources including multimedia pages, presentations, exercises and more. Resources can be divided into content, activities and tools. LeMill aims to link people through shared interests and skills and support collaborative authoring through groups and forums. The document discusses LeMill's theoretical foundations and design process, and provides an evaluation of current usage including technical issues, underutilized features and the need for a larger user base to fully enable collaborative authoring.
Spaces, places and technologies: can we know, value and shape policy to provi...Martin Oliver
Values can be espoused; they can be enacted; but they can also be represented in the way that structures and systems are created (Feenberg, 1999). Students’ engagement with Higher Education is shaped in important ways by the spaces in which they study, the resources they work with and the materials they produce, things that are widely overlooked in educational research (Fenwick, Edwards & Sawchuk, 2011). This lack of scrutiny limits our ability to understand the values of higher education, and how they vary not only by discipline but also setting – which is an issue, since technologies (including resources and designed spaces) are so much more durable than talk or action in the way that they shape society (Latour, 1999).
In this paper, we report on a research project that explored sociomaterial aspects of students’ experiences of learning. 12 students (3 each of PGCE students, Masters’ students, Doctoral students and Masters’ students studying at a distance) undertook multimodal journaling over a period of 9 months to document the ways in which they used resources, technologies and spaces to be ‘digitally literate’, in order to achieve success in their studies. In addition to generating images, videos and field notes, the students were each interviewed three or more times to generate accounts of their studies.
The analysis of this dataset showed how markedly different ‘success’ was, in terms of resources and practices, to different students. It demonstrated that the phrase, “the student experience”, is misleadingly singular: students’ experiences varied considerably. It also revealed where and when their learning was or was not valued. Examples of such situations will be provided, to show how the configuration of spaces, technologies and other resources affects students’ ability to succeed in their studies, and what individuals did to overcome these.
Finally, we will illustrate how these issues relate to institutional policy making, looking at an example of how evidence about student experience does (and does not) link through to institutional action.
This document discusses open source educational technologies for teaching and learning. It introduces key terms like open source tools and educational technologies. It explains that technologies can help expand learning beyond textbooks and engage students in different ways. Some potential benefits of technologies discussed include better simulations, virtual manipulatives, more efficient assessment, and interactive e-books. Several free web tools are also highlighted that can be used for teaching and learning across subjects, including Google Earth, ePals, ThinkFree Online Office, OpenOffice, and IBM's Many Eyes data visualization tool.
Before teaching in Second Life be a studentRuth Martínez
Only if you have been there like a student you will consider some aspects not only to improve user engagement if not to enrich the experience and to design the learning activity and, one of the most important things, to research new ways for learning.
As student you will realize the importance of a previous support to obtain an idea about the activity (aims, details and methodology) that you are required to make into Second Life. You will consider some values and needs to be explain before using, for example, communicative tools from Second Life. Should you explain what is a notecard before using it in your class? Should you give a roadmap about what kind or Slurls or land could be useful to visit for the learning activity? So, would you explain how to use the map and the search before? And maybe you wonder how would you determine the level of knowledge about Second Life of your students and, if doing that how to design the learning activity because Second Life has to be a tool for teaching not the subject of your learning activity.
Universal Design for Learning (UDL) in Practice was implemented at Algonquin & Lakeshore Catholic District School Board. The document discusses constructivism as an educational model and how technology can help develop constructivist classrooms. It describes how UDL was used in a classroom, including tools like SMARTBoards, laptops, and software. Student and teacher skills developed through participating. UDL allowed for inclusive, accessible education for all students.
Collaboration on learning objects – Expectations and Realityigualproject
Collaboration on learning objects can be challenging in reality compared to expectations. A Codewitz project from 2001-2007 produced 198 learning objects but collaboration was difficult due to issues like funding, technology choices, design disagreements, and cultural differences between partners. The key lessons are that carefully selecting compatible partners, having the right funding, and ensuring people work towards shared goals are important for successful collaboration on educational projects.
Spaces, places and technologies: a sociomaterial perspective on students’ exp...Martin Oliver
This session will introduce approaches to studying students¹ experiences developed as part of a JISC-funded project on Digital Literacies. A brief overview will be provided of the project itself, providing an opportunity to discuss some of the theoretical ideas (drawn from sociomateriality) that shaped it. The rest of the session will focus on the research methods used in the project, providing opportunities for participants to find out about the mapping work, multimodal journalling, interviews and student presentations, and to consider how to work with the data that these approaches generate.
The document mentions locations in Amman, Jordan such as a graduation at an amphitheater, the main mosque, and high street shopping. It also refers to an in flight service on a NYC route and eating shawerma. Additionally, it lists the historical site of Jerash.
Talenthouse is an online platform for creative competition. The UX challenge was redesigning the website to let the users have easy access to the 3 areas of the website: Creative Invites, Artists Artwork and Blog.
This is a UX final project/homework for a UCLA class.
The project was built during 11 weeks (Fall 2014).
The document summarizes the steps taken during a trenchless sewer replacement job using bursting technology. It describes preparing the entry point by removing a large root, fusing the pipe sections, monitoring progress from access holes, and completing the pull when the cable clevis is visible at the pulley base. The job involves replacing 65 feet of 4-inch sewer line from a house to the main connection point while avoiding damage to a large tree.
The document summarizes the pipe bursting process used to install a new sewer line under a restaurant. Key steps included excavating access points, preparing the entry and exit holes, attaching a bursting head and pulling cable, and stabilizing the soil during the pull. Proper preparation like removing extra pipe fittings from the entry point was important to avoid obstructions during bursting.
Orbitz is an online travel booking site that allows customers to search for and book hotels, flights, rental cars, cruises, and activities. It targets both leisure and eco-friendly travelers. Customers can search by hotel chain and star ratings, and the site aims to find customers the lowest prices with price match guarantees and no cancellation fees on flights or hotels.
The document summarizes the log from a trenchless sewer replacement job using bursting technology to install a new 4-inch PVC sewer line over 60 feet from a house to the street main. Key details include entering the pipe near the property line and gas line, monitoring the bursting head, keeping the operator out of the pit under tension, using traffic control during the pull, and an easy pull with a harder dig required to connect to the main.
getting emotional in the age of social media nazim iqbal
The document discusses how emotion has become the currency of success in the modern world, especially in the age of social media. It notes that with the rise of platforms like Facebook and Twitter, emotions are now on public display more than ever before. This has incentivized people to express and engage with emotions online in order to gain friends, followers, comments and social capital. The document also suggests that brands will need to focus on becoming emotionally rich and identifying their emotional sweet spot in order to succeed in this new landscape where perceptions are influenced more by others online than traditional measures like market share.
This document compares the features of Wayn and Tripwolf travel websites. It lists that Wayn offers profiles, social media links, photos, videos, blogs, reviews, currency for the site called Wayncredits, flight booking, SMS/email through Go Sim, and a travel guide/booking/community aspect. It is available in 5 languages and also offers flight booking. For hotel booking, it sources from sites like Hotels.com, Booking.com, and allows direct booking on the site. The document discusses that hotel types like B&Bs, eco hotels, budget 4 star hotels, motels, and apartment hotels would be good fits for the community.
Prezentacja przedstawi charakterystykę rynku druku 3D – kto na nim dzisiaj najwięcej zyskuje? Czy są to producenci drukarek? Materiałów eksploatacyjnych? Wzorców? A może usługi? Jak będzie w przyszłości? Jakie są teraz największe wyzwania? Czy druk 3D ma ambicje stać się tak popularny jak zwykłe drukarki? Czy powstaną (a może już są) punkty „ksero 3D”? Gdy się już zdecydujemy – szybkie tips & tricks składania własnej drukarki 3D.
Learning with new technologies. The case of Second Lifeelena.pasquinelli
The document discusses the use of virtual and telepresence technologies in education. It notes that these technologies can enable new forms of learning through simulations and remote collaboration. However, it also raises ethical questions about their effects on teacher-student relationships and the need to distinguish real from virtual experiences. The document advocates for developing dedicated educational tools rather than using general virtual worlds like Second Life, with a focus on complementing rather than replacing teachers.
An implementation of virtual worlds platform for educators in Second Life is summarized in 3 sentences:
The platform brings together educators from different universities in Turkey to share experiences and improve skills regarding pedagogy and virtual worlds through weekly academic meetings on the Infolit iSchool island in Second Life. Educators participate in presentations, open forums, and brainstorming to discuss using virtual worlds for education. The goal is to create a community for educators to learn from each other and find solutions for challenges of implementing virtual worlds.
Re Live Paper Addison And OharefinalversionAddison4
This is the Paper that accompanied the slides on "How Can Massive Multi-user Virtual Environments and Virtual Role Play Enhance Traditional Teaching Practice". This was some of my earliest work.
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.
This document discusses teaching and learning in Second Life, a multi-user virtual environment. It provides context on what Second Life is and current educational uses. Potential positive outcomes of teaching in Second Life include learners finding it fun and engaging in a familiar video game-style environment. However, there are also challenges, such as a steep learning curve in navigating Second Life and the need for adequate system specifications and bandwidth. The appendix highlights the NMC Campus in Second Life as an exemplar educational resource that has hosted many seminars and discussions.
This document discusses educational technology and its role in learning. It defines educational technology as the study and practice of improving learning through technological processes and resources. It describes how technology can benefit learning by increasing access to knowledge and making lessons more interesting, but it can also be distracting and damage eyes. The document outlines Dale's Cone of Experience, which shows how learning moves from concrete to abstract. It also discusses learning theories like constructivism and meaningful learning. In the end, it states that educational technology gives students benefits like exploring the world with technology and becoming more knowledgeable.
OWD2011 - 7 - Wat weten we over het gebruik van 3D-werelden in het (taal)onde...SURF Events
The document summarizes the Euroversity project, which aims to explore the use of 3D virtual worlds for language and education. It discusses the project partners and goals, which include collecting good practices, increasing expertise in virtual world education, and developing a pan-European virtual university. It also outlines some challenges of virtual worlds and lessons from other projects, such as the potential for immersion but also technical barriers.
The document discusses Second Life, a 3D virtual world, and its potential uses for education. It provides details on what Second Life is, how it works technically, and examples of how educational institutions are using it. It also addresses considerations for using Second Life pedagogically and constructing virtual spaces for teaching content and skills.
This document provides an overview of e-learning and compares two e-learning platforms, Moodle and Second Life. It discusses prominent e-learning experts Betty Collis and Marc Prensky. It also explores the emerging technology of gesture-based computing and its potential benefits for education.
Second Life is a 3D virtual world where users create avatars to interact and build virtual spaces. It has hundreds of thousands of active users and is used by over 300 universities for classes or research. The document discusses how Second Life allows for educational opportunities through immersive learning, collaboration, experimentation, and authentic interaction. However, challenges include technological issues, coordination between groups, and scheduling synchronous meetings.
This document discusses exploiting three-dimensional (3D) virtual worlds for language learning. It notes that over 200 universities and academic institutions were using Second Life for education by 2007, with language learning being a prominent activity. The study aims to understand how social and cultural aspects of teaching English as a second/foreign language (ESL/EFL) are realized in 3D virtual worlds. It will also examine how tutors perceive and adapt their teaching methods and course content for such virtual environments. Through qualitative research including observations in Second Life, the study analyzes data from 5 online ESL/EFL teachers to understand results.
This document discusses distance learning education for adult women entrepreneurs. It defines distance learning as a method that does not require physical presence, allowing lifelong learning opportunities. It notes there are over 130 million online students globally, with an annual growth rate of around 20% and $23 billion spent annually on distance learning. The document outlines the 5 generations of distance learning and benefits such as flexibility and accessibility. It explores tools for distance learning like educational software and Web 2.0 technologies that enable social interaction and user-generated content. Both positive aspects like open access and negatives are discussed.
This document discusses the importance of integrating multimedia and emerging technologies into classroom instruction. It argues that literacy is constantly changing with new technologies, and students need to learn skills like evaluating online sources and using technologies like Google Docs. Research shows teaching these "new literacies" can help close the achievement gap for low-income students. The document provides examples of technologies that can be used in the classroom, from websites to presentation tools, and emphasizes teaching new literacy skills through a gradual integration of technologies.
The story of how Digital Cultures helped introduce Moodle within a WebCT shop at the University of Sydney.
NOTE: Eight full screen slides of this presentation are followed by the same slides with notes on the talk.
These slides are for a lightening talk at the Open Education Workshop Nov 21, 2008 at Macquarie University's Graduate School of Management organised by ASKOSS http://opened.notlong.com
C:\Fakepath\Treasures And Traps Of This Open Learning WorldDennis McKoy
The document discusses the concept of an "open world" of learning using a WE-ALL-LEARN framework. It outlines four tactics used to demonstrate an open world of learning, including stories, facts and references, web links, and a WE-ALL-LEARN model. Ten educational opportunities enabled by technologies are discussed. The document also addresses issues like the digital divide, ensuring quality, and addressing challenges in an open world.
Treasures and traps of this open learning worldDennis McKoy
The document discusses the concept of an "open world" of learning using a WE-ALL-LEARN framework. It outlines four tactics used to demonstrate an open world of learning, including stories, facts/figures, web links, and a WE-ALL-LEARN model. Ten educational opportunities enabled by technologies are discussed. The framework addresses availability of tools/infrastructure, educational content/resources, and a participatory learning culture.
Treasures And Traps Of This Open Learning WorldDennis McKoy
The document discusses the concept of an "open world" of learning using a WE-ALL-LEARN framework. It outlines four tactics used to demonstrate an open world of learning, including stories, facts/figures, web links, and a WE-ALL-LEARN model. Ten educational opportunities enabled by technologies are discussed. The availability of open tools/infrastructure, content/resources, and a participatory culture are key aspects. Problems, opportunities, and implications of this open world are also addressed.
Treasures And Traps Of This Open Learning WorldDennis McKoy
The document discusses the concept of an "open world" of learning using a WE-ALL-LEARN framework. It outlines four tactics used to demonstrate an open world of learning, including stories, facts and references, web links, and a WE-ALL-LEARN model. Ten educational opportunities enabled by web technologies are also discussed. The document then covers issues, opportunities, and implications of an open world for various stakeholders in education.
A Critical Study Of Effectiveness Of Online Learning On Students AchievementAmy Roman
This document discusses online learning environments and compares the effectiveness of online learning to traditional face-to-face learning for physics students. It defines online learning environments and reviews tools that can be used, such as whiteboards, e-books, and video conferencing. An experiment was conducted to test the hypotheses that there is no significant difference in achievement between online and face-to-face physics students, and between online male and female physics students. The experiment found higher achievement among online students compared to face-to-face students.
Sloodle is an open source project that integrates the virtual world of Second Life with the learning management system Moodle. It provides educational tools within Second Life, like registration booths and quiz chairs, connected to courses on a Moodle site. Teachers can build virtual classrooms, give students quizzes and assignments, and track their activities. This allows for immersive, collaborative learning across the virtual and physical worlds.
SLOODLE
Che cos'è sloodle?
Che cosa fa?
Quali sono gli oggetti integrabili con le piattaforme di e-learning?
A cosa può servire?
Dove posso imparare di più?
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Information and Communication Technology in EducationMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
1. MPTL14 2009 Udine (IT) 23-25 September 2009
“SLOODLE” SIMULATION LINKED OBJECT ORIENTED DYNAMIC LEARNING
ENVIRONMENT
Elisa Rubino, I.T. I.S. “Gastaldi-Abba”, Ge (IT)
Abstract
SLOODLE is an Open Source project, the aim of which is to integrate the learning support and management
features of web-based LMS (Learning Management Systems, a.k.a. VLE or Virtual Learning Environment)
with rich interactive game-technology based 3D Multi-User Virtual Environments (MUVE). Currently all
SLOODLE development is based on integrating Moodle® and Second Life® .the system provides a range of
tools for supporting learning and teaching to the immersive virtual world.
Sloodle was born in 2006 with the paper of the founders Jeremy Kemp, eCampus, San Jose State
University (SL: Jeremy Kabumpo) and Daniel Livingstone, School of Computing University of Paisley( SL:
Buddy Sprocket).
I created sites, translations and support resources to spread, making it easy and create a landmark for Italian
teachers and students and, generally speaking, for anyone involved in training who would integrate their
programs with experimental methods in the metaverse , 3D virtual worlds. Teaching and learning SL skills,
science and physics could have advantages and effective results.
1.Who I am
My name is Elisa Rubino, graduated in physics at the University of Genoa and actually I‟m
Professor in electronics and telecommunication in High school, in an ITIS, Industrial technical
institute of Genoa, Italy.
I‟m here today to tell you about Sloodle and to make you know it and to diffuse it like tool bridge
between the virtual platforms of learning management system LMS and virtual environment. I have
been dedicating myself for more than two years to explore the potentialities of the virtual
environment of SecondLife, a user content generated world and due to the vision of the physicist
Philip Rosedale in the laboratories of the Linden Lab in S. Francisco, USA.
Mainly I I have been exploring the experimentations and realizations in the field of education
Universities and organizations, that have given life to experimentations and courses in the
virtual islands in SL., that are numerous. The SL world has its own language and we all
introduce ourselves with the Real Life name followed by ”a.k.a” (also known as) and SecondLife
name, for example I am E.R a.k.a. Eleonora Porta in S.L. Let‟s go on with Sloodle, now.
Many of you know the learning platforms like VLE or CMS or LMS; anyway only a few know with
direct experience SecondLife and so I will spend some word speaking about the resources, the
advantages and disadvantages and the potentialities in the didactic use of the MUVE.
2.What MUVEs are
MUVE is an acronym that digitally means “Multi User Virtual Environment”, an environment in 3D
where more users can be at the same time present and where they can interact. This means that it
is possible to organize classes, courses, conferences, projects with students, teachers, experts
from all the world.
These environments are integrated with web and web 2.0 and provide communication audio video
and synchronous and asynchronous tools with possibility of streaming, of presentations with slide,
images, pdf directly inworld. We could find all of this also in a videoconference or in online courses
on the web but the presence inworld has numerous advantages in comparison.
First the customers are represented by avatar and the presence nearly becomes physical, the
customer is immersed in the world and becomes part of it , interacting with the others avatar and
the surrounding objects.
“SLOODLE” Elisa Rubino, I.T. I.S. “Gastaldi-Abba”, Ge (IT)
2. MPTL14 2009 Udine (IT) 23-25 September 2009
Users can generate contents in real time and build, cities, environments, settings, landscapes and
any object in an easy, cheap and extremely flexible way also through the animation attributed to
the objects by a language of programming LSL, Linden Scripting Language that allows the objects
to communicate, to act, to work and to simulate behaviour.
The simulation of the behavior of objects is fundamental for the experienced learning; students
can get direct experience of the behavior and evolving of actions, for example can enter inside an
optic fiber, an enormous computer and explore it in 3 dimensions.
They can build and make objects by themselves. They can play role games becoming anybody:
historical personages, scientists, physicists and they can reconstruct the historical acclimatization,
can go on the moon and stay on the lunar module, they can improve their English looking for
contacts with people.
These examples add to other more classic methodologies as presentation , meeting and lessons in
world (in the virtual world) , always with the enormous advantage of perceiving a nearly physical
presence and interacting each others; determine an acceleration of learning process of
Knowledge besides the undeniable one of being an attractive method for the students and
probably the future environment for collaboration and international cooperation.
Teaching and learning in virtual worlds is not still, at least in Italy, a diffused method, and even
though many Universities (Torino, Bergamo, Milano, Urbino, Cagliari, Teramo,..) have their lands
on SL, a very few high or secondary schools (Indire-FOR) are trying to introduce students or
colleagues, the future diffusers, to the MUVE , to school 3D, to OpenSim, to SecondLife.
3.What Sloodle is
This paper pays a special attention to teachers with a little or no experience of virtual worlds but
and knowing LMS platforms and using them with their students.
SLOODLE is an Open Source project, the aim of which is to integrated the learning support and
management features of web-based LMS (Learning Management Systems, a.k.a. VLE or Virtual
Learning Environment) with rich interactive game-technologies based 3D Fine Virtual
Environments (MUVE). Currently all SLOODLE development is based on integrating Moodle® and
Second Life® .The system provides to immersive ranges of tools for supporting learning and
teaching to the virtual world.
Sloodle was born in 2006 with the paper of the founders Jeremy Kemp, eCampus, Saint Jose
Been University (SL: Jeremy Kabumpo) and Daniel Livingstone, School of Computing University of
Paisley (SL: Buddy Sprocket).
Since I discovered it I began to think it would be the bridge, the missing link in order to introduce
my colleagues and students to virtual worlds and in order to begin to make them aware of the
potentialities and future developments.
As a matter of fact our students were born with new technologies, video-games , mobile telephony,
web 2.0, social network, video and images hosting sites and are more attracted and used to by
these new learning approach than we teachers are.
I created sites, translations and support resources to spread, making it easy and I created a
landmark for Italian teachers and students and, generally speaking, for anyone involved in training
who would integrate their programs with experimental methods in the metaverse, 3D virtual worlds.
Teaching and learning SL skills, science and physics could have advantages and effective results.
SL + MOODLE = SLOODLE: what does it mean?
“SLOODLE” Elisa Rubino, I.T. I.S. “Gastaldi-Abba”, Ge (IT)
3. MPTL14 2009 Udine (IT) 23-25 September 2009
If you have already used moodle as students, or as teachers creators of course or as
administrators and if you wished to introduce your students in virtual worlds which you have had
personal experience, you are my ideal auditory; if you have only used SL without having un idea of
what a LMS is, you will perhaps not be interested to use it but you could be interested in
introducing students in virtual worlds in a controlled, and verifiable way with evaluation criteria and
assessment. If you know neither one nor the other, this will be occasion to get in touch with it.
In the end a useful sitografia will be supplied for an independent and autonomous reference library.
Before examining in details some of the devices and flying over on the pedagogical and
methodological foundations as soon as pointed out in the first part it will be better to have an
example, a scenario, a setting for learning and teachers.
4.Scenery
Andrew is a student in High school, enrolled to the last year of a technical institute and he is
18teen, he is not attracted by the study on the text books and nobody has never introduced it to the
e-learning neither independent nor guided; for a long time he played with play station, now not
more, but he spends the evening chatting and being annoying in net and sometime he continues to
play to video-games, when the parents don‟t control, sometimes also online and to MMORPG
(Massive (ly) Multiplayer Online Role-Playing Game), as he always made in childhood.
Francesca is a teacher of physics in a different school where Andrew studies, and has created in
the site MOODLE of the institute a course for the learning in virtual worlds oriented to students like
Andrea and to his teachers, like Charles, the English teacher.
First, he enrolled in the course as guest, then, attracted by some elements and encouraged by his
teacher, he enrolled as student with Charles. He downloads the program from Internet and, after
having created an account on SL it logs in and he is in the virtual land built for the school.
He still doesn‟t know how to move but he learns in a hurry with the releasable electronic guide,
and with the basic course of Francesca and with his tutor Charles. The SL client has been
translated in many languages, also Italian, making it more usable.
Charles was wondering, however, how to assign tasks to Andrew inworld, how valuate it, how to
be sure he has answered those quizzes by himself and and how he could be able to make the
presentation of the lesson on slides or in video at the same time with other students and teacher of
many cities and countries. Here Sloodle is the fit tool.
First Francesca asks to the administrator of the site moodle on the server to insert a module plug-
in, then logs in SL and she materializes (rez) the necessary set and objects Sloodle: the
registration booth, the presenter, the web-intercom, metagloss, drop-prim, picture gloss, the quiz-
chair, award system and others.
Charles is and Andrew are recorded now also inworld, and their SLname is linked to name in
Moodle site. They read the news in moodle site, meeting dates, synchronous lessons, and inworld
they make assignments, answer quizzes, participate to the lessons inworld, interact with other
students.
Andrew is able to learning in funny way, he participates actively to the experiments, interact with
teachers and students and could be teletransported in American, Asian, Australian, other
European lands, where he could assist to simulations o create them himself; the learning occurs in
an experiential way, “doing”, expressing his own creativity and collaborating with his own teacher
who can control the process, record it, valuate it and also certify it.
5.Sloodle Objects
The documentation available for Sloodle is subdivided in documentation for teachers and tutor,
administrators and developers. The documentation available for Sloodle is subdivided in
documentation for teachers and tutor, administrators and developers. The documentation available
“SLOODLE” Elisa Rubino, I.T. I.S. “Gastaldi-Abba”, Ge (IT)
4. MPTL14 2009 Udine (IT) 23-25 September 2009
for Sloodle is subdivided in documentation for teachers and tutor, administrators and developers.
I refer to tutors, I‟ve translated it in Italian.
5.1Set It is the object to rez (to materialize) on the virtual land in order to create a llink with the web
moodle site; that set is univocally connected to moodle. It is the set which will generate and
materialize all the other objects that will be connected with an ID identification number to the
course web.
5.2 Registration Booth Allows users in Second Life to link their avatar to their account on a
Moodle site. (This process is also known as "avatar authentication" or "avatar registration". See
Registration and Enrolment for more information). From SLOODLE 0.4 onwards, this will also
enroll the user on the appropriate Moodle course, if they are not already enrolled.
5.3 Presenter The SLOODLE presenter is a tool for creating presentations (for lecture, seminar or
self-paced tutorial use) in Second Life. The presenter avoids the requirement to upload images into
Second Life and allows presentations to combine images, web-pages and videos by streaming the
presentation content into Second Life using the media settings. Thus, each slide can be one of:
a webpage
an image
a video (in Quicktime compatible format - e.g. mov or mp4)
a youtube video
a pdf file
As it uses the parcel media settings, the presenter must be owned by the land owner - or deeded
to the land owning group where the land is group owned. Presentations can be viewed in Second
Life and/or in Moodle itself. The presenter can be set to allow any avatar - or only the owner - to
control the presentation using the forward and back buttons.
5.4 PrimDrop PrimDrop is a utility instructors can use so that Second Life students can submit
assignments in Second Life to a Sloodle Website.
5.5 Quiz-chair Allows users to attempt a multiple-choice Moodle quiz from within Second Life, and
receive visual feedback.
5.6 Webintercom 1 The Web Intercom connects the public text chat in Second Life to a chat room
in Moodle. This allows chat to be shared between Second Life and Moodle, which is useful if some
people do not have access to Second Life. (A good example of this is the Teen Grid, where some
users may not have clearance -- an authorized user could setup a Web Intercom while others chat
from Moodle). The Moodle chat is also logged, which is useful for keeping a record of in-world chat
sessions. In order to view archived chat, users can simply go to their Moodle course page, click on
the Moodle Chat activity, and select "View past Sessions".
5.7 Metagloss The Metagloss is a tool in the Second Life 'metaverse', allowing access to Moodle
'glossaries'. Hence, "Metagloss". The Student asks the definition inworld asking in public chat after
/def and the definitions, introduced in the glossary on moodle, will appear in world public chat.
5.8 Picture Gloss The Sloodle Picture Gloss, provides an in-world glossary where users can
search via chat commands. When a Glossary entry is found, the texture stored for that glossary
entry is displayed on a Prim in Second Life. Users to query a MOODLE Glossary by typing "/pix
search term" The Picture will then searches the Moodle glossary for special formatted Glossary
entries which have Texture UUID's and scale dimensions stored. If a texture UUID has been stored
as the Glossary terms definition, then the Picture Gloss in Second Life will be scaled to the
appropriate dimension and it's textures changed to the Texture UUID stored in the Glossary entry.
1
Note: 'WebIntercom' used to be known as the 'chat cast' or 'chat logger' .
“SLOODLE” Elisa Rubino, I.T. I.S. “Gastaldi-Abba”, Ge (IT)
5. MPTL14 2009 Udine (IT) 23-25 September 2009
Other objects are under consideration like a board in order to visualize the scores while the
students are executing the quiz. Toolbar and free mail that allow students to send a short
message that will figure like post on the blog of the site moodle. Here are all the objects:
http://slisweb.sjsu.edu/sl/index.php/Quickstart_Sloodle_1.0
6. Getting Started with Sloodle (Sloodle.org source reference)
6.1 Sloodle Online – http://www.sloodle.org
Interested and want to know more? Visit the Sloodle project homepage.
Here you‟ll find forums for users and developers (all welcome!) as well as
Italian language forums. The forums are active, and most requests for
help are answered within 24 hours, sometimes significantly less.
Via the homepage you‟ll also find links to our Wiki (with masses of
documentation for educators, students and Moodle administrators) and a
number of community produced tutorial videos which can walk you through
the process of downloading, installing and getting started with the Sloodle
tools.
6.2 Sloodle Inworld
You can also get support for Sloodle inworld – with regular weekly developer
meetings and weekly „Sloodle 101‟ classes open to anyone wanting to learn
more. Soon we‟ll be relocating to a new sim dedicated to Sloodle, and to
supporting Sloodle users – just use the “Teleport Now” link on the
homepage to find the classes.
Sloodle 101 – Wednesdays, 2pm „Second Life Time‟
Sloodle Developer Meeting – Tuesdays, 2pm „Second Life Time‟
6.3 About Moodle
The Sloodle homepage has been created using Moodle, the open-source
learning and content management system. You can learn more about
Moodle at http://www.moodle.org/
Moodle is used daily by hundreds of thousands of students worldwide, and is
the virtual learning environment of choice for many hundreds of schools,
colleges, universities and businesses worldwide.
Sitografia / References
Official site Sloolde www.sloodle.org
Official site Moolde www.moodle.org
Official site Second Life www.secondlife.com
Quickstart with Sloodle 1.0 http://slisweb.sjsu.edu/sl/index.php/Quickstart_Sloodle_1.0
WhitePaper foundation http://www.sloodle.org/moodle/whitepaper.pdf
Wiki sloodle http://slisweb.sjsu.edu/sl/index.php/Sloodle
Ning (italiano) http://sloodleit.ning.com/
Slide on scribd http://www.scribd.com/doc/16978479/Sloodle-Che-cose
Group inworld sloolder http://world.secondlife.com/group/62067e71-05fd-2758-2e86-9744f483fe9b
Gruppo inworld sloodle.it http://world.secondlife.com/group/bd519ae5-0498-9b64-145c-2a666e028d3f
Gruppo su FB http://www.facebook.com/group.php?gid=78336261876
Case-study http://www.sloodle.org/blog/?p=13
Slide on slideshare http://www.slideshare.net/elisarubino/sloodle-che-cos
Slide on Youtube hhttp://www.youtube.com/watch?v=yaKNYjlB7xs
Site to learn http://eduporta.edumoot.com/
Mail to :elisa.rubino@gmail.com
Mail to: sloodleitalia@gmail.com
ITIS moodle site: http://lnx.gastaldi-giorgi.ge.it/moodle/
“SLOODLE” Elisa Rubino, I.T. I.S. “Gastaldi-Abba”, Ge (IT)
6. MPTL14 2009 Udine (IT) 23-25 September 2009
“SLOODLE” Elisa Rubino, I.T. I.S. “Gastaldi-Abba”, Ge (IT)