This presentation examines the nature of a virtual learning environment – Second Life--, and introduces several Second Life learning examples to help readers who never used Second Life understand its merits and setback on teaching and learning.
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.
This presentation examines the nature of a virtual learning environment – Second Life--, and introduces several Second Life learning examples to help readers who never used Second Life understand its merits and setback on teaching and learning.
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.
A Better Way to Design & Build Immersive E Learningnarchambeau
Learn design techniques that take you beyond typical templates, thus making your e-learning more relevant and effective. You’ll see what constitutes effective e-learning, a method for designing e-learning that is more effective and efficient than other models, and how to create robust e-Learning lessons without having to know scripting or programming.
The Language Campus: Role-Play in an eLearning EnvironmenteLearning Papers
Author: Paul Pivec.
Collaborative learning allows participants to exchange information as well as produce ideas, simplify problems, and resolve tasks. When using an e-learning platform in a collaborative environment, the teacher becomes an active partner, moderator and advisor in the educational process, as do the other learners.
Supporting integration through incidental learningAndrew Brasher
The Maseltov project (“Mobile Assistance for Social Inclusion and Empowerment of Immigrants with Persuasive Learning Technologies and Social Network Services”, http://www.maseltov.eu/ ) project recognises major risks for social exclusion of immigrants and identifies the potential of mobile services for promoting integration and cultural diversity in Europe.
The project intends to exploit the potential of mobile services for promoting integration and cultural diversity in Europe, and is focusing on support for immigrants with particular needs e.g. those who have not learned foreign languages, and who have a cultural background that contrasts with that of their host country.
We will present the first iteration of an incidental learning framework developed within the Maseltov project. This framework is intended to facilitate the coordination of existing technologies, content, pedagogies, processes and practices into learning services that can be used effectively by immigrants, their networks and mentors so as to increase immigrants’ ability to function in an unfamiliar society. When fully developed, the framework is intended to support the design of learning experiences which show
(i) how incremental, opportunistic, social and game-based learning can be applied to immigrants problems, (ii) which content areas can be offered and combined (from among language, culture, information access, mobility, health care, etc.), and (iii) which technologies are best suited for each type of content and interaction.
A full description of the Incidental Learning Framework is provided by Brasher et al (2012).
Brasher, Andrew; Dunwell, Ian; Akiki, Oula and Gaved, Mark (2012). MASELTOV Deliverable D7.1.1: Incidental Learning Framework. MASELTOV Consortium, Graz, Austria. http://oro.open.ac.uk/39524/1/MASELTOV_D7.1.1_2012-09-02_IncidentalLearningFramework_final.pdf
A Better Way to Design & Build Immersive E Learningnarchambeau
Learn design techniques that take you beyond typical templates, thus making your e-learning more relevant and effective. You’ll see what constitutes effective e-learning, a method for designing e-learning that is more effective and efficient than other models, and how to create robust e-Learning lessons without having to know scripting or programming.
The Language Campus: Role-Play in an eLearning EnvironmenteLearning Papers
Author: Paul Pivec.
Collaborative learning allows participants to exchange information as well as produce ideas, simplify problems, and resolve tasks. When using an e-learning platform in a collaborative environment, the teacher becomes an active partner, moderator and advisor in the educational process, as do the other learners.
Supporting integration through incidental learningAndrew Brasher
The Maseltov project (“Mobile Assistance for Social Inclusion and Empowerment of Immigrants with Persuasive Learning Technologies and Social Network Services”, http://www.maseltov.eu/ ) project recognises major risks for social exclusion of immigrants and identifies the potential of mobile services for promoting integration and cultural diversity in Europe.
The project intends to exploit the potential of mobile services for promoting integration and cultural diversity in Europe, and is focusing on support for immigrants with particular needs e.g. those who have not learned foreign languages, and who have a cultural background that contrasts with that of their host country.
We will present the first iteration of an incidental learning framework developed within the Maseltov project. This framework is intended to facilitate the coordination of existing technologies, content, pedagogies, processes and practices into learning services that can be used effectively by immigrants, their networks and mentors so as to increase immigrants’ ability to function in an unfamiliar society. When fully developed, the framework is intended to support the design of learning experiences which show
(i) how incremental, opportunistic, social and game-based learning can be applied to immigrants problems, (ii) which content areas can be offered and combined (from among language, culture, information access, mobility, health care, etc.), and (iii) which technologies are best suited for each type of content and interaction.
A full description of the Incidental Learning Framework is provided by Brasher et al (2012).
Brasher, Andrew; Dunwell, Ian; Akiki, Oula and Gaved, Mark (2012). MASELTOV Deliverable D7.1.1: Incidental Learning Framework. MASELTOV Consortium, Graz, Austria. http://oro.open.ac.uk/39524/1/MASELTOV_D7.1.1_2012-09-02_IncidentalLearningFramework_final.pdf
Using lego serious play and multimedia blogs to stimulate effective reflectiv...Sue Beckingham
An innovative approach has been taken in the design of the foundation year for a new Extended Degree in Computing, whereby assessment is by competencies in a 120 credit module. The students need to pass 40 competencies to pass. In order to pass a competency they may have to demonstrate this first in class to the tutor where there is a practical element, and in addition the students are required to write a reflective blog post about each competency.
This paper will discuss how the use of Lego Serious Play was used first of all as a means to develop the students' communication skills and to explore effective teamwork and personal skills. The students are encouraged to draw, mind map, take photos or video of any aspect of their learning, and to use these within their reflective multimedia blog posts.
An introduction to reflective practice used the 'what - so what - now what' as a starting point; considered how reflective practice is used by the military who routinely conduct after-action reviews; and then how Gibbs six point reflection cycle can provide trigger points for reflective writing. This provided a pedagogical foundation for why reflection was used, but more importantly for the students it provided why it was beneficial to them both in academia and in preparation for placement or graduate employment.
An abundance of research has highlighted that communication is a skill that all graduates need to demonstrate, and is one our Computing graduates most often need to develop. The outcomes of the blogs to date have demonstrated that allowing students to take a more creative approach to expressing themselves has helped them to become more confident in reflective practice and articulation of their learning.
Bringing Learning to Life through Immersive ExperiencesCognizant
With its ability to help learners absorb and retain material in a whole new way, immersive learning can boost learning engagement and retention across industries and applications.
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.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
2. Major Characteristics Jarmonet al., 2009, p. 175- major characteristic of the learning that occurred in SL was the application of learning into real life practice.
3. Learning was enhanced by several of SL’s features combined with the project-based instructional design and included (a) the capacity to host social interactions and collaborations, (b) the capacity to allow users to test hypotheses actively, (c) the relevanceof their project to the real world, (d) the opportunity for students to use multiple abilities and skills, (e) the stimulationof imagination, exploration and creativity, and (f) an increased sense of personal presence and tangible experiences.”
4. Benefits of learning in virtual world environments Telepresence and COPRESENCETelepresence - sense of ‘being there’ and a belief in the reality of the environmentCopresence is the feeling of being there with other people, of being part of a community“The feeling of “presence” is engendered by visual representations of people (avatars) and places, and in part by combining the power of suggestion, which activates the students’ imagination in a simulated learning environment.”(Annetta et al., 2008, p. 8)
5. Benefits of learning in virtual world environments COMMUNICATION “The heightened quality of interpersonal communications within an immersive environment can lead to connections that can strengthen the professional relationships within courses” (E. A. O'Connor, 2009, p. 229)
6. SimulationsThe US military “have recognized the necessity of and benefit to embedding computer simulation as a way of training their folks in the use of critical thinking and judgment for a long time.’" (Freifeld, 2007a)
7. General advice form the literature General adviceAppropriate technology computers able to handle the graphics etc networks/servers with the speed and capacity necessary issues will arise - create a technical assistance and maintenance strategyPublic or private virtual worlds go private - public MUVEs are problematicInstructors need to develop knowledge of facilitation ICT coaching collaboration
8. General advice Collaboration in MUVEs requires - structure - definition of roles - timetables Etiquette - code of behaviour - need to prepare participants for - appropriate communication, mannerisms, conventions - problems will occur – be prepared – may need to “discipline” someBoot camp – the need for instructors and participants to first - choose and select the appearance of their avatar - master the avatar and the environment (flying, teleporting, communicating etc) - find out what MUVEs can and can’t do (especially important for developers and instructors)
9. General advice Course times - multiple times to avoid timetable clashesDocumentation and assessment - have methods for participants to document/record and store assess and give feedback as per normal
10. Instructional Design Instructional DesignSalmon’s five stages 1. access and motivation 2. online socialisation 3. information exchange 4. knowledge construction 5. development
11. Selecting the appropriate platform Robbin’sprinciples for selecting appropriate platforms: - simulation (eg flight simulator) – for learning highly defined procedural skill (eg surgery) - educational games (eg world of warcraft) – for performing processes to help participants learn and explore the implications of complex systems - multi user virtual worlds (eg second life) – for learning communities - virtual situations (eg virtual practicum)
12. What works well in MUVES Things that work well in MUVEs: - short term group tasks - longer term group collaboration - virtual field trips - class meetings and presentations - guest speakers
13. GAMIFICATION Annetta et al (2010) give reasons why games are so appealing and successful: - provide specific goals - clear rules - sub-goals (or levels) that, once completed, lead to success - final task builds on previous learning obtained through achievement of sub-goals - ultimate success depends upon demonstrating a specific learning/skill level that enables them to achieve the ultimate goal
14. GAMIFICATION Games based learning allows the participant to: - obtain rewards based on achievements - fail, evaluate and repeat - build on previous knowledge - control their time investment - stop and - continue later from the same or an appropriate place Annettaet al (2010)
15. GAMIFICATION Aldrich (2009, p.5) Testing revealed significantly greater improvement for those who learnt by simulation games over those who did not. In one of the cases cited, the students who learnt using the simulation had significantly greater recall and application after 6 months.
16. GAMIFICATION “Games are a more natural way to learn than traditional classrooms and are the ‘most ancient and time-honoured vehicle for education’” (Aldrich, 2009b, p. 5).
17. GAMIFICATION Annetta et al (2010) also give reasons why games are so appealing and successful: Provide specific goals Clear rules Sub-goals (or levels) that, once completed, lead to success Final task builds on previous learning obtained through achievement of sub-goals Ultimate success depends upon demonstrating a specific learning/skill level that enables them to achieve the ultimate goal
18. GAMIFICATION Games based learning allows the participant to (Annetta et al (2010) : Obtain rewards based on achievements Fail, evaluate and repeat Build on previous knowledge Control their time investment - stop and continue later from the same or an appropriate place