Presentation given at the 29th EdMedia conference, Washington DC.
Abstract: In this paper, we explore role-playing and experiential learning approaches applied in an immersive virtual environment for a professional counseling distance course. Training professional counselors requires practice and therefore possesses a challenge for the distant education. Although both counseling professionals’ codes of ethics provide guidance for the ethical practice in difficult situations, the prevailing response among many of these professionals tends to be ambivalent. We explored conditions that influenced knowledge acquisition of graduate rehabilitation counseling students who role-played two challenging scenarios and then had a possibility to review the performance. The data were collected using questionnaires and interviews. The potential of the teaching method and the supporting technology are discussed. The findings indicate that role-playing and experiential learning are valued by the participants as a teaching method in a distance course.
Richard Lamb - Optical Imaging to Measure Cognitive Processes While Playing S...SeriousGamesAssoc
Richard Lamb, Associate Professor, University at Buffalo The State University of New York
This presentation was given at the 2016 Serious Play Conference, hosted by the UNC Kenan-Flagler Business School.
This talk outlined a study and the implications for the use of optical imaging techniques to examine student learning gains while using a Serious Educational Game.
Paper presented at the 1st International Conference on Technology and Innovation in Learning, Teaching and Education (TECH-EDU 2018), June 20-22, 2018, Thessaloniki, Greece.
Read more at: http://bit.ly/techedu4
While active learning fits well in the “short game” design, something else is needed to make the course “long game” worth playing for students. We have implemented the “long game” design in our Introduction to Computing course at Grand Valley State University, which earned exemplary course status in the 2017 Blackboard ECP program. The key to the “long game” is the adoption of an experience points (XP) ledger. This instrument allows students to earn XP during lectures, homework assignments, hands-on practice sessions and track the total across the length of the course. School grades used to serve as the “long game” strategy. However, today they are more likely to demotivate students than encourage them to conduct deeper exploration or to appreciate the subject matter. Grades have become a high stakes extrinsic reward. Just as money – in the research of Daniel Pink – is a poor motivator of knowledge workers, grades are a poor motivator of intellectual performance for students. Citation: Machajewski, S. (2017). The short and long game theory for academic courses. Blackboard Inc. Retrieved from http://blog.blackboard.com/the-short-and-long-game-theory-for-academic-courses/
Education & Game Principles: Context, Theory & ApplicationLa Trobe University
Exploring the context of Higher Education & the challenge of student retention we consider game principles as part of an engagement solution and demonstrate a specific implementation of game design and it’s outcomes.
Webinar for LearningAnalytics.net Open Course, Feb. 2011, (Athabasca U)
Simon Buckingham Shum
Knowledge Media Institute
Open University UK
http://simon.buckinghamshum.net
http://open.edu
Richard Lamb - Optical Imaging to Measure Cognitive Processes While Playing S...SeriousGamesAssoc
Richard Lamb, Associate Professor, University at Buffalo The State University of New York
This presentation was given at the 2016 Serious Play Conference, hosted by the UNC Kenan-Flagler Business School.
This talk outlined a study and the implications for the use of optical imaging techniques to examine student learning gains while using a Serious Educational Game.
Paper presented at the 1st International Conference on Technology and Innovation in Learning, Teaching and Education (TECH-EDU 2018), June 20-22, 2018, Thessaloniki, Greece.
Read more at: http://bit.ly/techedu4
While active learning fits well in the “short game” design, something else is needed to make the course “long game” worth playing for students. We have implemented the “long game” design in our Introduction to Computing course at Grand Valley State University, which earned exemplary course status in the 2017 Blackboard ECP program. The key to the “long game” is the adoption of an experience points (XP) ledger. This instrument allows students to earn XP during lectures, homework assignments, hands-on practice sessions and track the total across the length of the course. School grades used to serve as the “long game” strategy. However, today they are more likely to demotivate students than encourage them to conduct deeper exploration or to appreciate the subject matter. Grades have become a high stakes extrinsic reward. Just as money – in the research of Daniel Pink – is a poor motivator of knowledge workers, grades are a poor motivator of intellectual performance for students. Citation: Machajewski, S. (2017). The short and long game theory for academic courses. Blackboard Inc. Retrieved from http://blog.blackboard.com/the-short-and-long-game-theory-for-academic-courses/
Education & Game Principles: Context, Theory & ApplicationLa Trobe University
Exploring the context of Higher Education & the challenge of student retention we consider game principles as part of an engagement solution and demonstrate a specific implementation of game design and it’s outcomes.
Webinar for LearningAnalytics.net Open Course, Feb. 2011, (Athabasca U)
Simon Buckingham Shum
Knowledge Media Institute
Open University UK
http://simon.buckinghamshum.net
http://open.edu
Quest2Teach: The Impact of Immersive Games to Bridge Theory & Practice in Tea...Arizona State University
This is an overview of the theory, game-infused curricula, and research findings that drive Quest2Teach, an innovative and immersive teacher education program.
Quest2Teach is a series of game-infused 3D virtual learning curricula and socio-professional network, created from within a teachers college and designed for teacher education, to help bridge between educational theory and its application to classroom practice.
In Quest2Teach, students create a professional avatar, play out roles in 3D narratives as the protagonist, solve complex problems, fail safely, and see the impact of their decisions while gaining fluency in theories-in-action. Pre-service and in-service teachers evolve their professional identity in a variety of narrative-based 3D role-playing scenarios, each with a particular theoretical focus, and embedded within a larger experience-based curricula and network.
For more information visit www.quest2teach.org or email Dr. Anna Arici, the Director of Quest2Teach at annaarici@asu.edu.
How to boost learning effectiveness and employee engagement at the same time?
Change your organization learning forever through game-based learning.
www.greenbookslearning.com
Higher Education & Game Principles: Context, Theory & Application - Daniel La...Blackboard APAC
This presentation reports on the efficacy of a mobile learning intervention that combined ‘push notifications’ and game principles within a timed quiz app. An institutional interdisciplinary case study was conducted which compared rates of student retention and academic performance with their usage of a purpose-designed learning app. Leading up to lectures the app pushed daily quizzes to students’ personal mobile devices and then rewarded them with feedback, points, badges and a position on a leaderboard. During this session, the findings of this study will be discussed and conclusions made in regards to what findings mean for the future research into higher education learning enabled via mobile app technologies.
This is a peer-reviewed presentation from AERA 2014 (American Educational Research Association) about game-based learning in a university teacher preparation program.
The power of adaptive learning media in the classroom. Learning is social. Bring the real world into the classroom and apply the learning to our real world life experiences. Make the learning real.
You’ve probably already been told that getting library work experience before you graduate is key to a successful job hunt. This session will report on preliminary results of a mixed-methods study of recent Canadian LIS graduates’ pre-professional work experiences and their subsequent career success. We’ll explore how these experiences impact your job search and what to look for in a field placement to make you the most marketable candidate possible.
Presented at OLA Super Conference 2015 on Thursday, January 29, 2015
Quest2Teach is a series of game-infused 3D virtual learning curricula created for teacher education. These immersive experiences provide authentic and individualized practice for teachers, designed to help them make the leap from theory to practice. In Quest2Teach, pre-service and in-service teachers evolve their professional identity in a variety of narrative-based 3D role-playing scenarios, each with a particular theoretical focus, and embedded within a larger experience-based curricula and professional network.
In these immersive worlds, learners create their professional avatar, play out roles, solve authentic problems, fail safely, and see the impact of their individual decisions and trajectories, while gaining experience and fluency in these theories-in-action.
The first of its kind in teacher education, Q2T was created at ASU’s Mary Lou Fulton Teachers College through a unique collaboration between our Center for Games & Impact and partner game-design studio, E-Line Media. Contact anna.arici@asu.edu for guest accounts and more information.
5 Things You Should Know About CLE Models and StrategiesNada Dabbagh
This publication represents the work of graduate students in the Instructional Design and Technology (IDT) program at George Mason University in Fairfax, Virginia. The learning task involved selecting a constructivist-based pedagogical model or instructional strategy and writing a 2-page pedagogy brief that addresses the 5 Things You Need to Know About this pedagogy or instructional strategy, namely:
(1) What is it?
(2) How does it work?
(3) Who is doing it?
(4) How effective is it?
(5) What are its implications for instructional design?
Text vs. Video Reflections: Teacher Perceptions of their Instructional Effect...ACS Athens
Teacher perceptions of the instructional effectiveness and impact of youTube & Ning- facilitated video vs. LMS-supported text-based reflections as instructional tools in online graduate classes
Teaching Augmented Reality to Computer Science students under lockdownMikhail Fominykh
The slides were used in a presentation at a webinar "How can digital tools and new teaching methods improve students learning?" http://epic.agu.edu.tr/events/webinar-how-can-digital-tools-and-new-teaching-methods-improve-students-learning/
The webinar was held on 25 June 2020
Quest2Teach: The Impact of Immersive Games to Bridge Theory & Practice in Tea...Arizona State University
This is an overview of the theory, game-infused curricula, and research findings that drive Quest2Teach, an innovative and immersive teacher education program.
Quest2Teach is a series of game-infused 3D virtual learning curricula and socio-professional network, created from within a teachers college and designed for teacher education, to help bridge between educational theory and its application to classroom practice.
In Quest2Teach, students create a professional avatar, play out roles in 3D narratives as the protagonist, solve complex problems, fail safely, and see the impact of their decisions while gaining fluency in theories-in-action. Pre-service and in-service teachers evolve their professional identity in a variety of narrative-based 3D role-playing scenarios, each with a particular theoretical focus, and embedded within a larger experience-based curricula and network.
For more information visit www.quest2teach.org or email Dr. Anna Arici, the Director of Quest2Teach at annaarici@asu.edu.
How to boost learning effectiveness and employee engagement at the same time?
Change your organization learning forever through game-based learning.
www.greenbookslearning.com
Higher Education & Game Principles: Context, Theory & Application - Daniel La...Blackboard APAC
This presentation reports on the efficacy of a mobile learning intervention that combined ‘push notifications’ and game principles within a timed quiz app. An institutional interdisciplinary case study was conducted which compared rates of student retention and academic performance with their usage of a purpose-designed learning app. Leading up to lectures the app pushed daily quizzes to students’ personal mobile devices and then rewarded them with feedback, points, badges and a position on a leaderboard. During this session, the findings of this study will be discussed and conclusions made in regards to what findings mean for the future research into higher education learning enabled via mobile app technologies.
This is a peer-reviewed presentation from AERA 2014 (American Educational Research Association) about game-based learning in a university teacher preparation program.
The power of adaptive learning media in the classroom. Learning is social. Bring the real world into the classroom and apply the learning to our real world life experiences. Make the learning real.
You’ve probably already been told that getting library work experience before you graduate is key to a successful job hunt. This session will report on preliminary results of a mixed-methods study of recent Canadian LIS graduates’ pre-professional work experiences and their subsequent career success. We’ll explore how these experiences impact your job search and what to look for in a field placement to make you the most marketable candidate possible.
Presented at OLA Super Conference 2015 on Thursday, January 29, 2015
Quest2Teach is a series of game-infused 3D virtual learning curricula created for teacher education. These immersive experiences provide authentic and individualized practice for teachers, designed to help them make the leap from theory to practice. In Quest2Teach, pre-service and in-service teachers evolve their professional identity in a variety of narrative-based 3D role-playing scenarios, each with a particular theoretical focus, and embedded within a larger experience-based curricula and professional network.
In these immersive worlds, learners create their professional avatar, play out roles, solve authentic problems, fail safely, and see the impact of their individual decisions and trajectories, while gaining experience and fluency in these theories-in-action.
The first of its kind in teacher education, Q2T was created at ASU’s Mary Lou Fulton Teachers College through a unique collaboration between our Center for Games & Impact and partner game-design studio, E-Line Media. Contact anna.arici@asu.edu for guest accounts and more information.
5 Things You Should Know About CLE Models and StrategiesNada Dabbagh
This publication represents the work of graduate students in the Instructional Design and Technology (IDT) program at George Mason University in Fairfax, Virginia. The learning task involved selecting a constructivist-based pedagogical model or instructional strategy and writing a 2-page pedagogy brief that addresses the 5 Things You Need to Know About this pedagogy or instructional strategy, namely:
(1) What is it?
(2) How does it work?
(3) Who is doing it?
(4) How effective is it?
(5) What are its implications for instructional design?
Text vs. Video Reflections: Teacher Perceptions of their Instructional Effect...ACS Athens
Teacher perceptions of the instructional effectiveness and impact of youTube & Ning- facilitated video vs. LMS-supported text-based reflections as instructional tools in online graduate classes
Teaching Augmented Reality to Computer Science students under lockdownMikhail Fominykh
The slides were used in a presentation at a webinar "How can digital tools and new teaching methods improve students learning?" http://epic.agu.edu.tr/events/webinar-how-can-digital-tools-and-new-teaching-methods-improve-students-learning/
The webinar was held on 25 June 2020
Empowering Young Job Seekers with Virtual RealityMikhail Fominykh
"Empowering Young Job Seekers with Virtual Reality" has been presented at IEEE VR 2019, the 26th IEEE Conference on Virtual Reality and 3D User Interfaces will be held from March 23rd through March 27th, 2019 at the Osaka International Convention Center in Osaka, Japan. http://www.ieeevr.org/2019/
Abstract: This paper presents the results of the Virtual Internship project that aims to help young job seekers get insights of different workplaces via immersive and interactive experiences. We designed a concept of ‘Immersive Job Taste’ that provides a rich presentation of occupations with elements of workplace training, targeting a specific group of young job seekers, including high-school students and unemployed. We developed several scenarios and applied different virtual and augmented reality concepts to build prototypes for different types of devices. The intermediary and the final versions of the prototypes were evaluated by several groups of primary users and experts, including over 70 young job seekers and high school students and over 45 various professionals and experts. The data were collected using questionnaires and interviews. The results indicate a generally very positive attitude towards the concept of immersive job taste, although with significant differences between job seekers and experts. The prototype developed for room-scale virtual reality with controllers was generally evaluated better than those including cardboard with 360 videos or with animated 3D graphics and augmented reality glasses. In the paper, we discuss several aspects, such as the potential of immersive technologies for career guidance, fighting youth unemployment by better informing the young job seekers, and various practical and technology considerations.
Immersive Job Taste: a Concept of Demonstrating Workplaces with Virtual RealityMikhail Fominykh
"Immersive Job Taste: a Concept of Demonstrating Workplaces with Virtual Reality" has been presented at 2019 IEEE VR Fourth Workshop on K-12+ Embodied Learning through Virtual & Augmented Reality (KELVAR) on March 23, 2019.
https://sites.google.com/site/vrkelvar/
ABSTRACT
This paper presents a new concept of ‘Immersive Job Taste’ – interactive virtual reality demonstration of a workplace that aims to give a feeling of going through an average workday of a professional with elements of basic training. The main target audiences of Job Taste simulations are young job seekers who can be aided in selecting a career path at school or a welfare center, choosing the first or a new occupation, often after a period of being unemployed. The design methodology behind the Immersive Job Taste concept includes presentation of a workplace, typical tasks, feedback on performance, and advice on applying for jobs in the specific industry. We developed several scenarios and applied different virtual and augmented reality concepts to build prototypes for different types of devices. The prototypes were evaluated by several groups of primary users and experts. The results indicate a generally very positive attitude towards the concept. In this paper, we discuss the potential impact of applying the concept and directions for future work.
Workplace training 4.0 for Industry 4.0 Experience Capturing and Re-enactment...Mikhail Fominykh
Invited speech at IMTEL Innovation Day at the Norwegian University of Science and Technology on November 20, 2018.
The WEKIT training methodology and the technological platform allow creating educational experience efficiently using the time of the expert, aimed for the areas where expertise is rare and experts are scarce.
This approach is based on the idea of using wearable sensors to capture performance of an expert and then making it available for trainees using Augmented Reality.
Virtuelle arbeidsplasser – karriereveiledning i fremtidens NAV-kontor?Mikhail Fominykh
Slides til presentasjon på konferanse "Unge i arbeidslivet"
Tid: onsdag 24. og torsdag 25. oktober 2018
Sted: Scandic Holmenkollen Park, Oslo
Virtuelle arbeidsplasser – karriereveiledning i fremtidens NAV-kontor? Et utviklingsprosjekt med bruk av spillteknologi i et samarbeid med Norges teknisk-naturvitenskapelige universitet (NTNU), NAV Trøndelag og Brukerrådet for ungdom i Trøndelag (BRU).
Mikhail Fominykh, forsker, NTNU, Heidi Fossen, koordinator for forskning og utdanning, NAV Trøndelag og Hans Kristian Lilleberg brukerrepresentant ungdom, BRU
Industrial Training and Workplace Experience with Augmented and Virtual RealityMikhail Fominykh
Slides form the keynote at the Simposio Internacional de Informática Educativa (SIIE 2018)
http://siie2018.uca.es/index.php/en/keynotes-en/
Abstract: In the context of the 4th industrial revolution and a globalized world, there is a pressing need for continuous acquisition and update of skills to maintain efficiency and to ensure inclusion and participation of all citizens in the globalized workplace. At the highly automated and rapidly updated workplaces, the need for expertise and effective training is growing. In the EU-funded research-and-innovation project WEKIT, we address these challenges by developing a new approach to industrial training. This approach is based on the idea of using wearable sensors to capture expert performance and then making it available for trainees using Augmented Reality. The WEKIT training methodology and the technological platform allow creating effective educational experience efficiently using the time of the expert involved in content creation. The idea of capturing workplace experience finds another application area in the research project Virtual Internship, funded by the Norwegian welfare authority. In this project, we use augmented and virtual reality to increase awareness of schoolchildren about various professions and improve motivation of young unemployed to search for a new job. We aim to find out if immersive and interactive experiences of exploring workplaces and trying typical tasks can help in mitigating the youth unemployment.
EATEL Summer School on Technology Enhanced learning Jtelss18Mikhail Fominykh
Opening and closing slides from the 14th EATEL Summer School on Technology Enhanced learning JTELSS18, held in Durres, Albania on May 14-18 2018.
http://ea-tel.eu/jtelss/jtelss2018/
Active learning modules for multi professional emergency management training ...Mikhail Fominykh
These are the slides of the paper by: Ekaterina Prasolova-Førland, Judith Molka-Danielsen, Mikhail Fominykh, and Katherine Lamb: "Active Learning Modules for Multi-Professional Emergency Management Training in Virtual Reality". The paper has been presented at the International Conference on Teaching, Assessment and Learning for Engineering (TALE), Tai Po, Honk Kong, December 12–14, 2017, IEEE.
http://tale-conference.org/tale2017/
Wekit - performance augmentation in industrial training - technology enhanced...Mikhail Fominykh
Invited speech at the Symposium on eInfrastructures and Discruptive Technologies in eAssessment at the Technology-Enhanced Assessment conference TEA 2017
Technology acceptance of augmented reality and wearable technologies ilrn 201...Mikhail Fominykh
"Technology Acceptance of Augmented Reality and Wearable Technologies" #TAM at #iLRN2017
by Fridolin Wild, Roland Klemke, Paul Lefrere, Mikhail Fominykh and Timo Kuula
Paper presented at the 3rd Immersive Learning Research Network Conference in Coimbra, Portugal on 28 June 2017
Publication: https://link.springer.com/chapter/10.1007/978-3-319-60633-0_11
Conceptual framework for therapeutic training Fominykh EdMedia 2017Mikhail Fominykh
Presentation given at the 29th EdMedia conference, Washington DC.
Abstract: This paper presents a concept for designing low-cost therapeutic training with biofeedback and virtual reality. We completed the first evaluation of a prototype - a mobile learning application for relaxation training, primarily for adolescents suffering from tension-type headaches. The system delivers visual experience on a head-mounted display. A wirelessly connected wristband is used to measure user’s pulse and adjust the training scenario based on the heart rate data. Repeating the exercise can make the user able to go through the scenario without using the app, learn how to relax, and ultimately combat tension-type headache. The prototype has been evaluated with 25 participants. The results demonstrate that the application provides a relaxing experience and the implementation of biofeedback is useful for therapeutic training. The results are discussed to evaluate the technological, therapeutic and educational potential of the prototype and to improve the conceptual framework.
Wearable Experience for Knowledge Intensive Training: Learning Methodology and Technology Design
Mikhail Fominykh
Project Manager at Europlan UK ltd, United Kingdom
Associate Professor at Molde University College, Norway
Adjunct Professor at Volga State University of Technology, Russia
mihail.fominyh@gmail.com
Abstract: This session presents a learning methodology and a technology design that are being developed in the European research-and-innovation project Wearable Experience for Knowledge-Intensive Training (WEKIT). The project aims to improve industrial training with immersive experience by embedding captured expert guidance and technical documentation into the physical space around the learner.
In WEKIT, we use advanced sensors to capture experience as it emerges. Captured guidance provides reference to scale, allowing repeated access to the information asynchronously at the right time and in the right place. Expert guidance is captured with wearable sensors and later re-enacted by trainees with augmented reality creating a believable illusion of a master-apprentice knowledge sharing. The captured experience therefore represents a new type of educational media that has properties of carrying both explicit and tacit knowledge. This new media helps to convert experience to knowledge and enable learning by bringing closer the theoretical knowledge and immediate experience, which are traditionally separated.
Tailored content of captured experience can be presented with augmented reality using intuitive and immersive user interfaces. This can have a positive impact on mental processing and memorization, not only adding scaffolds for high performance, but also acting as a safety net preventing potential problems sensed in the environment. The learning activities in WEKIT are enhanced by the trainees reflecting on their own performance, looking back at their behavior and comparing it to that of others.
The goal of the WEKIT methodology is to enable the full cycle of immersive experience observing an expert, training with and without guidance, and observing own performance. The WEKIT technological software-and-hardware platform is a modular and distributed system for capturing and re-enacting experience.
Cognitive behavior training with virtual reality and wearable technology @ we...Mikhail Fominykh
The slides were used for a presentation of the prototype on CBT with VR and WT at the WELL workshop (Wearable enhanced learning). The prototype is being designed for training relaxation techniques. Technologically is it aimed to be mobile, so that patients can practice at any time and at any place.
Wearable Experience: New Educational Media for Knowledge Intensive TrainingMikhail Fominykh
This slides were presented at the invited speech at the World Conference on Educational Media and Technology (EdMedia) which was held in Vancouver, BC, Canada on June 28-30, 2016.
Abstract: Wearable computing and augmented reality are disruptive technologies. They fundamentally change the way we educate and train people to a master level of performance. With advanced sensors we can capture experience as it emerges. For example, a trainee can receive live guidance in the form of semi-transparent 3D hands that appear at the right place spatially and operated by a remote expert using sensor data. Captured guidance provides reference to scale, allowing repeated access to the information asynchronously at the right time and in the right place where it is most urgently needed. Expert guidance can be captured with wearable sensors and later re-enacted by trainees with augmented reality creating a believable illusion of a master-apprentice knowledge sharing. The captured experience therefore represents a new type of educational media that has properties of carrying both explicit and tacit knowledge. This new media helps to convert experience to knowledge and enable learning by bringing closer the theoretical knowledge and immediate experience, which are traditionally separated. Tailored content of captured experience can be presented with augmented reality using intuitive and immersive user interfaces. This can have a positive impact on mental processing and memorization, not only adding scaffolds for high performance, but also acting as a safety net preventing potential problems sensed in the environment. Learning how to master a complex task usually involves reflecting on your own performance, looking back at your behavior and comparing it to that of others. The goal of this new training methodology is to enable the full cycle of immersive experience observing an expert, training with and without guidance, and observing own performance.
Wearable Experience for Knowledge-Intensive Training WEKIT lectureMikhail Fominykh
This lecture gives an overview of Augmented Reality and Wearable Technology and their use in workplace learning. It explains the basic concepts related the relevant pedagogies
(learning by doing, experiential learning, tacit and explicit knowledge) and some technological details (state of the art and devices).The lecture introduces experience capturing and experience reenactment both as a training approach and from the technical point of view. The lecture also contains a brief introduction of the WEKIT EU project.
This presentation was given at the Department of Education and Lifelong Learning, Norwegian University of Science and Technology on 10.02.2016, presenting several ongoing and past projects on using Virtual Reality for learning.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Embracing GenAI - A Strategic ImperativePeter 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.
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.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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.
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
Role playing and experiential learning in a professional counseling distance course fominykh_EdMedia 2017_slides
1. Role-playing and Experiential
Learning in a Professional
Counseling Distance Course
Mikhail Fominykh, PhD
Independent researcher, Norway
23/06/2017 1
Full paper – journal publication
EDMEDIA WORLD CONFERENCE ON EDUCATIONAL MEDIA AND TECHNOLOGY
2. Team
Mikhail Fominykh
Independent developer / Molde University College, Norway
mihail.fominyh@gmail.com / mikhail.fominykh@himolde.no
Peter Leong
College of Education, University of Hawaii-Manoa, HI, USA
peterleo@hawaii.edu
Brenda Cartwright
Winston-Salem State University, NC, USA
cartwrightby@wssu.edu
223/06/2017
ROLE-PLAYING AND EXPERIENTIAL LEARNING IN A PROFESSIONAL
COUNSELING DISTANCE COURSE
3. 23/06/2017
Background: Reflective Learning
Boud, D., Keogh, R. and Walker, D., Eds. (1985). Reflection: Turning Experience into Learning. London, Kogan
Page.
ROLE-PLAYING AND EXPERIENTIAL LEARNING IN A PROFESSIONAL
COUNSELING DISTANCE COURSE
4
4. 23/06/2017
Background: Reflective Learning
23/06/2017
Kolb, D. A. and Fry, R. (1975). Towards an applied theory of experiential learning. Theories of group
processes. C. L. Cooper. New York, John Wiley and Sons: 33–57.
ROLE-PLAYING AND EXPERIENTIAL LEARNING IN A PROFESSIONAL
COUNSELING DISTANCE COURSE
5
5. Background: Role playing in immersive virtual
environments
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Role playing is a widely used and effective learning and
teaching method. It implies an active behavior in
accordance with a specific role (Yardley-Matwiejczuk
1997; Craciun 2010).
Role playing in immersive virtual environments (or 3D
virtual worlds) has been, on several occasions, reported
to provide a cost-efficient and user-friendly alternative to
real-life role-plays and distance education programs
(Lowes et al. 2013).
6. Background: Performance capturing and reflection
in immersive virtual environments
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Real time class
R0
R1
R1
R2
Recording
Replay
Recording
Mikhail Morozov, Alexey Gerasimov, Mikhail Fominykh, and Andrey Smorkalov (2013) Asynchronous Immersive
Classes in a 3D Virtual World: Extended Description of vAcademia, DOI: 10.1007/978-3-642-38803-3_5
8. Scenarios
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Receiving gifts: we explore the conditions that influenced graduate
rehabilitation counseling students’ decisions to accept or decline
gifts in a virtual counseling setting.
Case scenario: a client giving a gift to her counselor and the
counselors’ responses.
Difficult diagnosis: we explore the conditions that influenced
decisions on how to express a genuine expression of compassion
and caring when clients are experiencing emotional distress in a
virtual counseling setting.
Case scenario: an emotionally distressed client sharing the news
with her counselor that she has just learned that she must undergo
a mastectomy and the counselor’s responses.
11. Methods
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Data
• Interviews (14 questions / 6 student and the instructor)
• Questionnaire 1 (41 question / 17 responses)
• Questionnaire 2 (29 questions / 5 responses)
Analysis
Mixed methods
12. Results: qualitative data from interviews
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Themes
1. Interaction during the role-play (interaction is more real,
communication, interaction, voice, facial expression did not matter)
32 codes
2. Technology-enhanced role-play (preparation for a face-to-face one,
anonymity behind the avatar) 19 codes
3. Technology challenging but overall positive experience (technology
is easy to learn, Steep learning curve; technical difficulty)
4. Learning with technology (positive experience, can learn more
from VR experience than from brick and mortar/ face-to-face)
5. Review of learning experience (advantage to go back and be able to
review, self-review and learning from observations) 24 codes
13. Results: qualitative data from interviews
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Themes
1. Interaction during the role-play (interaction is more real,
communication, interaction, voice, facial expression did not matter)
32 codes
2. Technology-enhanced role-play (preparation for a face-to-face one,
anonymity behind the avatar) 19 codes
3. Technology challenging but overall positive experience (technology
is easy to learn, Steep learning curve; technical difficulty)
4. Learning with technology (positive experience, can learn more
from VR experience than from brick and mortar/ face-to-face)
5. Review of learning experience (advantage to go back and be able to
review, self-review and learning from observations) 24 codes
14. Results: qualitative data from interviews
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Themes
1. Interaction during the role-play (interaction is more real,
communication, interaction, voice, facial expression did not matter)
32 codes
2. Technology-enhanced role-play (preparation for a face-to-face one,
anonymity behind the avatar) 19 codes
3. Technology challenging but overall positive experience (technology
is easy to learn, Steep learning curve; technical difficulty)
4. Learning with technology (positive experience, can learn more
from VR experience than from brick and mortar/ face-to-face)
5. Review of learning experience (advantage to go back and be able to
review, self-review and learning from observations) 24 codes
15. Results: Theme 1 Interaction during the role-play
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The interaction in an immersive environment is more real than either other
online media:
- “It made it more real, because I was sitting in a chair across from another
person. That person was talking back to me.”
Focus on available sources of information (such as what the other person was
saying and emotions transferred via voice communication):
- “I think this made it more real for me cause I actually had to rely more on
getting to know the person versus trying to just profile the person and
automatically draw a conclusion.”
The limited facial expression and gestures of the avatars did not affect role-
playing experience:
- “I don’t think that the facial expression had any impact on me. All it did for me
is to indicate they were speaking or typing.”
16. Results: Theme 2 Technology-enhanced role-play
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Positive towards the learning affordances with remarks on errors:
- “The interaction with peers and the professor, the exercise it was great... on
paper.”
Anonymity = comfortable performing the role-play:
- “I believe after this experience if I have to do a role-play in a room with an
actual person sitting across from me, I would be less intimidated.”
Preparation for professional practice:
- “... virtual environment would even be more conducive to the client in being
able to open up to their counselor.”
17. Results: Theme 5 Review of learning experience
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The possibility to review the role plays = spot your own errors
- “... ability to go back and critique yourself and really get an idea of how you
come across to other people was very valuable.”
Observing own performance was useful for getting a third-person view:
- “I guess in my mind it was kind of like a terrible session, like I paused a lot and I
stumble a lot, but when I went back and listened to it, it wasn’t that bad as it
was in my mind.”
Peer learning:
- “... he [another student] gave some great suggestions that I used on my next
sessions which I did a lot better.”
Experiential learning - applying knowledge from a review session in the next play:
- “I definitely think observing was more helpful than actual doing the roleplay.”
18. Results: Quantitative data from questionnaires
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Metrics
1. Satisfaction with role play in 3D virtual world
2. Ease of use with role-play in 3D virtual world
3. Cognitive absorption during role-play in 3D virtual world
4. Satisfaction with reviewing 3D recording of role-plays
5. Ease of use with reviewing 3D recording of role-plays
6. Impact of reviewing 3D recording of role-plays on ethical decision-
making skill
19. Results: Quantitative data from questionnaires
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Metrics
1. Satisfaction with role play in 3D virtual world
Average satisfaction score: 4.16 ± 0.22
2. Ease of use with role-play in 3D virtual world
Average satisfaction score: 2.82 ± 0.10
3. Cognitive absorption during role-play in 3D virtual world
Scores TD: 3.36 ± 0.40 FI: 3.38 ± 0.16 HE: 3.43 ± 0.50 CO: 3.12 ± 0.41 CU: 3.35 ± 0.35
4. Satisfaction with reviewing 3D recording of role-plays
Average satisfaction score: 5.00 ± 0.00
5. Ease of use with reviewing 3D recording of role-plays
Average satisfaction score: 4.40 ± 0.87
6. Impact of reviewing 3D recording of role-plays on ethical decision-
making skill
Average satisfaction score: 4.60 ± 0.55
20. Conclusions
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Role-playing facilitated by an immersive virtual environment, as a teaching
method, provides an excellent opportunity for enhanced student engagement.
Overall, participants were very satisfied with their role-play experience.
Reviewing the role plays, as part of experiential learning process, provided
significant added value. Participants were overwhelmingly satisfied with
reviewing the 3D recording of their role-plays
Immersive virtual environment, as a technological medium, provides a valid
alternative or a supplement to both online conferencing tools and face-to-face
classroom setting.
The activity capturing and re-enactment features of the virtual environment
(3D recording and replay) enabled immersive observation and review.
21. 22
Q & A
EDMEDIA WORLD CONFERENCE ON EDUCATIONAL MEDIA AND TECHNOLOGY23/06/2017