The studio is a hallmark trait of design education and practice. Working in a shared space, students solicit each other’s help and gain wisdom by seeing their peers’ work and failures, successes, and evolutions. It’s a tremendously powerful learning experience. It’s also tremendously resource intensive. Studios generally require dedicated, collocated space for students, and studio classes tend to have extremely limited enrollment. How might we create online experiences that are inspired by the design studio, and open those peer learning opportunities to learners around the globe?
In this COIL Fischer Speaker Series event, Scott Klemmer shared his adventures in creating global-scale peer learning systems for formative feedback, small-group discussion, and summative assessment. In 2012, his research group collaborated with Coursera to launch the first massive-scale class with self and peer assessment. Since then, their systems have been used by more than a hundred massive online classes and on-campus flipped classrooms. Because online learning platforms embed pedagogy into software, they provide a powerful setting for using and building theory through experimentation.
Scott also used their online learning research as a case study in Design at Large: experiments and research systems leverage real-world, web-scale usage to create practical theories for design. Currently, many design practices are faith-based rather than research-based. Why is there a shortfall of principles? In part, some see design as intrinsically mystical and impervious to investigation, because creative work is clearly complex and multifarious. And in part, this is a multidisciplinary effort. Design is front-page news, the topic of Hollywood films, and enrollment in design courses — both in person and online — has skyrocketed. For Scott, the most powerful part is how many people are excited about making stuff. Let’s match this enthusiasm with insight.
The video of this presentation can be viewed at https://goo.gl/maJfh0
#ICOT2013 | Breakout exploring a social network site and teacher professional...Karen Spencer
The rapid shift in learning behaviours towards networked, online and blended models heralds new ways to imagine notions of learning and education. The movement towards increasingly democratized modes of knowledge making and creating is central to the way our ‘future society’ is developing. Recent years have seen a growing expectation that learners can access materials, resources and networks of experts and fellow-learners in ways that suit their contexts, location, time constraints, personal and professional needs and choice of technology.
In the field of education, e-learning (be it blended or fully online) is increasingly becoming part of both informal, and formal, educational professional learning for teachers. With the growth of social networking, combined with the growing demand for flexible and cost-efficient solutions to professional training, it is vital to understand the limitations and opportunities of the role that social network sites, and their communities, play within educational contexts.
This interpretive, case-based study (scheduled for 2012) will seek to explore the extent to which a New Zealand-based social networking site, the VLN Groups network, can support educators’ professional learning in ways that are meaningful. Findings will aim to identify the affordances and limitations of the VLN Groups social network site in terms of design in the service of learning to make recommendations about how we might improve the design and facilitation to enhance the way the space supports teachers’ professional learning.
Faculty Adoption of Virtual Worlds, Nov 2012susandass
Faculty adoption of virtual worlds remains low. Understanding the barriers, constraints, and motivations of existing adopters as well as non-adopters may help explain and provide guidance on how to improve faculty consideration and adoption of virtual worlds as a learning environment. Six virtual world adopters and two non-adopters were interviewed individually to answer the question: how do faculty and staff come to adopt or not adopt virtual worlds as a learning environment. An analysis using the transcriptions, the developed narrative stories, and the supporting field notes, found six recurring themes: personal relevance of the technology, cost is an issue but not a showstopper, learning is not alone, sound pedagogical integration is a must, adopter commitment, and adopter characteristics. The adoption process found in this study is compared to Roger’s Innovation Decision Process. Follow-on research efforts are also presented. This was presented at the 2012 Association for Educational Communications and Technology annual convention.
Designing for Immersive Worlds: Enhancing Experience to Accelerate LearningNiki Lambropoulos PhD
Designing for Immersive Worlds: Enhancing Experience to Accelerate Learning
Presentation at the Univerisity of Calabria organised by Rocco Servidio 25-06-2012
The studio is a hallmark trait of design education and practice. Working in a shared space, students solicit each other’s help and gain wisdom by seeing their peers’ work and failures, successes, and evolutions. It’s a tremendously powerful learning experience. It’s also tremendously resource intensive. Studios generally require dedicated, collocated space for students, and studio classes tend to have extremely limited enrollment. How might we create online experiences that are inspired by the design studio, and open those peer learning opportunities to learners around the globe?
In this COIL Fischer Speaker Series event, Scott Klemmer shared his adventures in creating global-scale peer learning systems for formative feedback, small-group discussion, and summative assessment. In 2012, his research group collaborated with Coursera to launch the first massive-scale class with self and peer assessment. Since then, their systems have been used by more than a hundred massive online classes and on-campus flipped classrooms. Because online learning platforms embed pedagogy into software, they provide a powerful setting for using and building theory through experimentation.
Scott also used their online learning research as a case study in Design at Large: experiments and research systems leverage real-world, web-scale usage to create practical theories for design. Currently, many design practices are faith-based rather than research-based. Why is there a shortfall of principles? In part, some see design as intrinsically mystical and impervious to investigation, because creative work is clearly complex and multifarious. And in part, this is a multidisciplinary effort. Design is front-page news, the topic of Hollywood films, and enrollment in design courses — both in person and online — has skyrocketed. For Scott, the most powerful part is how many people are excited about making stuff. Let’s match this enthusiasm with insight.
The video of this presentation can be viewed at https://goo.gl/maJfh0
#ICOT2013 | Breakout exploring a social network site and teacher professional...Karen Spencer
The rapid shift in learning behaviours towards networked, online and blended models heralds new ways to imagine notions of learning and education. The movement towards increasingly democratized modes of knowledge making and creating is central to the way our ‘future society’ is developing. Recent years have seen a growing expectation that learners can access materials, resources and networks of experts and fellow-learners in ways that suit their contexts, location, time constraints, personal and professional needs and choice of technology.
In the field of education, e-learning (be it blended or fully online) is increasingly becoming part of both informal, and formal, educational professional learning for teachers. With the growth of social networking, combined with the growing demand for flexible and cost-efficient solutions to professional training, it is vital to understand the limitations and opportunities of the role that social network sites, and their communities, play within educational contexts.
This interpretive, case-based study (scheduled for 2012) will seek to explore the extent to which a New Zealand-based social networking site, the VLN Groups network, can support educators’ professional learning in ways that are meaningful. Findings will aim to identify the affordances and limitations of the VLN Groups social network site in terms of design in the service of learning to make recommendations about how we might improve the design and facilitation to enhance the way the space supports teachers’ professional learning.
Faculty Adoption of Virtual Worlds, Nov 2012susandass
Faculty adoption of virtual worlds remains low. Understanding the barriers, constraints, and motivations of existing adopters as well as non-adopters may help explain and provide guidance on how to improve faculty consideration and adoption of virtual worlds as a learning environment. Six virtual world adopters and two non-adopters were interviewed individually to answer the question: how do faculty and staff come to adopt or not adopt virtual worlds as a learning environment. An analysis using the transcriptions, the developed narrative stories, and the supporting field notes, found six recurring themes: personal relevance of the technology, cost is an issue but not a showstopper, learning is not alone, sound pedagogical integration is a must, adopter commitment, and adopter characteristics. The adoption process found in this study is compared to Roger’s Innovation Decision Process. Follow-on research efforts are also presented. This was presented at the 2012 Association for Educational Communications and Technology annual convention.
Designing for Immersive Worlds: Enhancing Experience to Accelerate LearningNiki Lambropoulos PhD
Designing for Immersive Worlds: Enhancing Experience to Accelerate Learning
Presentation at the Univerisity of Calabria organised by Rocco Servidio 25-06-2012
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.
Tell me what you want and I’ll show you what you can have: who drives design of technology for learning?
Associate Professor Sue Cobb
Interactive Technologies and Games (ITAG) Conference 2014
Health, Disability and Education
Dates: Thursday 16 October 2014 - Friday 17 October 2014
Location: The Council House, NG1 2DT, Nottingham, UK
“Participatory Pedagogy: Challenging ‘Real Life’ Practices of Educational Institutions in Virtual Worlds”
This presentation discusses virtual spaces as participatory pedagogy in which student learning is formulated through exploration, reflection and collaboration (Hobbs et al 2006) both individually and as a group. Importantly, we argue that virtual environments such as Second Life have shown educators that we need to rethink existing learning strategies and enhance them with innovative tools that encourage creative thinking and promote technical skills that foster communities of knowledge and practice.
Questions:
1) How can virtual worlds effectively challenge the ways we sociologically frame education and educational practices?
2) What are some of the obstacles educators face when converging real life and virtual worlds into their pedagogical style, and in the classroom?
Using new technologies, with a particular focus on teaching languages. A description of the usage of these technologies, their advantages and disadvantages. Methodology to foster good communication and improve your teaching practice.
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.
Tell me what you want and I’ll show you what you can have: who drives design of technology for learning?
Associate Professor Sue Cobb
Interactive Technologies and Games (ITAG) Conference 2014
Health, Disability and Education
Dates: Thursday 16 October 2014 - Friday 17 October 2014
Location: The Council House, NG1 2DT, Nottingham, UK
“Participatory Pedagogy: Challenging ‘Real Life’ Practices of Educational Institutions in Virtual Worlds”
This presentation discusses virtual spaces as participatory pedagogy in which student learning is formulated through exploration, reflection and collaboration (Hobbs et al 2006) both individually and as a group. Importantly, we argue that virtual environments such as Second Life have shown educators that we need to rethink existing learning strategies and enhance them with innovative tools that encourage creative thinking and promote technical skills that foster communities of knowledge and practice.
Questions:
1) How can virtual worlds effectively challenge the ways we sociologically frame education and educational practices?
2) What are some of the obstacles educators face when converging real life and virtual worlds into their pedagogical style, and in the classroom?
Using new technologies, with a particular focus on teaching languages. A description of the usage of these technologies, their advantages and disadvantages. Methodology to foster good communication and improve your teaching practice.
Virtual Worlds: Serious Play, Learning and Gaming Effectiveness and FeaturesSeriousGamesAssoc
Effectiveness of Virtual Worlds, Why Play in a Virtual World?, Virtual World Features, Issues/Problems and time to create, Instructional Design and ADDIE, Features / Demonstration of 2 Virtual Worlds: – Emergency Medical virtual world Play and Learn, – Dusty the Dragon Virtual World game and the Evaluation results.
learning in the digital age looks at the way our students our controlled and constrained by orthodox protocols and methodologies. The presentation challenges conventional beliefs yet grounds the challenge in a 'can do' way. We have to work from within a system in order to be able to change it.
3D Virtual Worlds for Professional Development and Lifelong LearningSheila Webber
Presentation given for MINDSETS by Sheila Webber, s.webber@sheffield.ac.uk , on 15 June 2021. References are at References https://docs.google.com/document/d/1jszFFUIPralN3B5T4z5pUpRbxdW9vL3NN7rs8Iz6RVo/edit?usp=sharing
Findings from the second study of my PhD full Thesis available from https://www.researchgate.net/publication/314506853_Living_in_3D_Social_Virtual_Worlds_and_the_Influence_on_Health_Literacy_Health_Behaviour_and_Wellbeing
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Pbl in 3D virtual world for healthcare simulation Evelyn Mcelhinney
1. Problem based Learning
in a 3D Virtual World
Evelyn McElhinney
aka Kali Pizzaro
School of Health and Life sciences
TELP Webinar
2. • Brief overview of 3D VW and the affordances of 3D Virtual
Worlds
•Discuss why simulation in a 3D virtual world eg. Second Life (SL)
•Describe how I used and created Problem Based Learning scenarios
in SL
•Examples of student interaction in VWs and decision making
•Some results from Action Research Project
3. Poll
How many of you have used a 3D virtual world?
How many have use a 3D virtual world for teaching?
4. What is a 3D virtual World?
•3D multi user environment (MUVE)
•Users create a digital representation of self (avatar)
•Immersive – user should feel immersed and a sense
of presence and social presence in the environment
•Content creation
•Sharable user generated digital contents
•Viewer required or web interface
(de Frietas 2008)
7. Avatars
“Digital representation driven by humans”
(Blascovich and Bailenson 2011, p11)
“A virtual human can not only look and behave like us,
but once we form a psychological connection with the virtual human,
it can become us.”
(Ahn, et al. 2012)
8. Affordances of 3D Virtual Worlds
• Self-representation (via the avatar)
• Spatial cognition, immersion & social presence
• Increased socialisation
• Increased engagement
• Increase active learning
• Educational (clinical) simulation
• Collaboration – local or international
• Guest lectures
• Field trips
Savin-Baden (2010),
Minocha and Roberts (2008)
9. Pedagogy
• Experiential
• Situated
• Social Constructivism
Many more
10. Educational activities in 3D Virtual Worlds
• Virtual quests
• Collaborative simulations
• Collaborative construction
• Virtual Laboratory
• Virtual Field trip
• Role Play
• Game – based learning
• Lectures
Duncan et al (2012)
11. Why?
• Part time – Blended
‘protected time for practise in clinical area’
• Unable to access physical world CSL – needed authentic
looking immersive synchronous environment
•Competing demands – work, family etc
•Delphi – hindering factors – confidence in diagnostic history
taking and listening to heart sounds, documentation (McElhinney
2010)
•Difficulty engaging with asynchronousVLE
12. What? - Simulation using Problem
Based Learning scenarios
• Patient/patient bot or distant volunteer - real life health
history
• Heart sounds – simulator worn on avatar chest and
controlled by lecturer
• Continue – documentation, investigations –given roles –
short term management – with literature to back up
• Present as a Multi Disciplinary meeting to international
audience in SL
15. Methods - Data Collection
• Pre survey – self assessed computer ability
•Student diaries – completed after all sessions
in the VW
•Lecturer diary – usability, etc = changes
•Post VW self assessment of group work
16. Analysis - 5 Stage Model of Teaching and Learning in
Second Life
Salmon et al. (2010)
17. Adaptation of Salmon et al. Model
Access and
motivation
Development - Online Socialisation
transfer to Social Presence
physical world
Knowledge Co-
Construction Information
and reflection – Exchange
new knowledge
18. Access and Motivation
• In lab induction
• Created their avatar
• Taught basics required for the scenario
19. Online Socialisation (social presence)
• Students customised their avatars as soon as possible
• Commented on each others clothes – unhappy if they had the same look
• “The experience itself is very immersive. Think this is a combination of
the software environment (CSL lab) and the avatars” Feels like we are
sitting in the same room going over the material. Feel just as nervous
taking a history in second life if I was sitting in a class room with the
facilitator and my peers. Didn’t anticipate this” (Student 7, Male)
• “I feel no difference in authenticity, when I am taking a history in SL, it is
easy for me to immerse myself in the experience” (Student 6, Female)
• “Logged on to see if I could move around and get to home before
scenario. Went straight to home base and managed to move around with
no problems. Changed my clothes with ease. Felt a bit lonely without the
group (Student 8, Female)
20. Information Exchange
• Combination via SL, via BB, via email
“I passed on the information by dropping the notecard into the
trolley, but I also passed it to the others by dropping it into an
instant message that meant we all knew what was happening
and could move on” (Avatar 3, Female)
“There were a few communication difficulties at first, two of the
group members had accidently muted the module facilitator
and were unable to see her dialogue in local chat. I assisted
them in fixing the problem, and we were back on track in 15
minutes” (Avatar 7, Male)
21. Knowledge co – construction,
reflection – new knowledge
“The different clinical experience in the group really helped when reviewing our test
results. Really impressed with how collaborative the process is. Managed to reach
consensus quicker than I anticipated. Second life has been invaluable – chat logs
were especially useful for me. Allowed me to examine my own and other people’s
decision making and thought processes. Met up with the group to decide on our
recommendations for the scenario. Really liking the collaborative nature of the
software” (Student 7, Male)
“All in all it was a good learning experience, both the actual scenario and to brush
up on computing skills.. Find it a good way of learning, as we can learn from each
other” (Student 8 , Female)
22. Knowledge construction through discussion
Lecturer: “So what are your thoughts at the
moment?”
Student 1: “We have to decide if the tumour is operable
or not and if she is fit for anaesthesia?”
Student 7: That means I am up, eh?
Student 4: Yeah, now we need to decide how we can
stage properly and we can ask for surgical review, then
decide on anaesthetic review and talk to the patient”
Student 7: I think it is safe to say she will get surgery
Lecturer: Think back to her health history
Student 1: Oh wait we need to address her warfarin
therapy
23. Development transfer to physical world
Self assessment of their group work
• Improved diagnostic history taking and
documentation
• Increased confidence in history taking and
interpreting investigations
• Increased understanding of need for good teamwork
• Improvement of communication in the clinical area
• Increased transferable computer skills
24. My reflections
• Think about what you want to do and if 3D virtual worlds will offer
something different to other platforms
• Socialisation is easier with a visual avatar compared to text chat
environments leading to quicker engagement
• Subject experts must gain an understanding of VWs to enable creation
of PBL and teaching and learning activities to be developed in - world
and facilitate troubleshooting
• Link up with others who have done similar things to that you want to
do for scripts, buildings, ideas
• VW can offer an immersive environment that encourages a multiple of
skills and increases engagement
• Link up with your friendly neighbourhood tech!
25. Challenges
• There is a learning curve (but good induction can ease this)
• Computer issues and broadband use of mobile devices
• Understand you are dealing with a 3rd party tool so need to
be prepared for maintenance or downtime
• Support from within your organisation
• Cost – SL can be cica $2000 for a decent piece of land
(island), however GCU have 2 islands willing to ‘rent’ to
others
• Alternatives grids – create your own VW or have your
organisation run a VW server (cheaper)
• Time to create and need a builder
26. Take Home
•Virtual worlds can offer a flexible alternative to physical
world simulation
•Allow for experiential and social constructivist learning in a
safe environment
•Increase engagement with activities compared to
asynchronous text virtual environment
• Pre-course in-lab or in-world practice is essential to enable
easier transition for learning in VWs
•Exchange of Chat logs can enable reflection, feedback and
feed forward
28. References
Ahn, S, J., Fox, J., and Bailenson, J. N. (2012) Avatars, in Bainbridge, W. S. (Ed) Leadership
in Science and Technology: A reference Handbook: Sage Publications
De Freitas, S (2008) Serious Virtual Worlds: A scoping study, JISC E-Learning Programme
Duncan, I., Miller, A., Jing, S (2012) A Taxonomy of virtual worlds usage in Education.
British Journal of Educational Technology Vol 43, No 6 p949-964
McElhinney E, (2010) Factors which influence nurse practitioners ability to carry out
physical examination skills in the clinical area after a degree level module – an electronic
Delphi study, Journal of Clinical Nursing, Vol 19, issue 21-22 pp 3177 - 3187
Salmon, Gilly , Nie, Ming and Edirisingha, Palitha (2010) Developing a five-stage model of
learning in Second Life, Educational Research, 52: 2, 169 — 182
Savin-Baden M, (2010) A Practical Guide to Using Second Life in Higher Education, Open
University Press
Editor's Notes
How many of you have used a virtual world? How many have used one for teaching?