The document discusses the use of virtual environments and virtual worlds for social and problem-based learning. It describes several projects using virtual worlds like Second Life to simulate environments for psychology education. Students engaged in problem-solving activities and role-playing scenarios in the virtual worlds. The document advocates a framework for effective learning, support, and research when using virtual worlds that considers pedagogy, user support, and research methodology. It also provides examples of tools, techniques, and technologies useful for developing and facilitating activities in virtual worlds.
Higher Education 4.0: The New Digital Learning EcologyMark Brown
Invited keynote presentation at E-Learning Forum: The Future Aspirations and the Development Opportunities, Ministry of Education and the Ministry Agency for University Education, Kingdom of Saudi Arabia, 11 April, 2021.
Social impact of renewable energy systems: solar energy system in vulnerable ...journalBEEI
Photovoltaic lighting systems are unable to reach people with low purchasing power due to high installation costs, so they have traditionally been concentrated in families with high purchasing power and currently do not take into account the social power that this type of system represents. This article analyzes through bibliometric review the effect that lighting can have on human development and how a good lighting system can positively affect a community environment. It is proposed the social design of a photovoltaic lighting system which will be installed in a vulnerable community with resources obtained by the community itself and the whole process of accompaniment achieving a satisfactory impact on the community and achieving integration between the same from community participation. The development of workshops with the children of the community has also been proposed, leading to the training and recognition of alternative energy systems as a strategy of social appropriation.
Slides from presentation at CHI2015:
Paper Title: Designing for Citizen Data Analysis: A Cross-Sectional Case Study of a Multi-Domain Citizen Science Platform
Abstract:
Designing an effective and sustainable citizen science (CS) project requires consideration of a great number of factors. This makes the overall process unpredictable, even when a sound, user-centred design approach is followed by an experienced team of UX designers. Moreover, when such systems are deployed, the complexity of the resulting interactions challenges any attempt to generalisation from retrospective analysis. In this paper, we present a case study of the largest single platform of citizen driven data analysis projects to date, the Zooniverse. By eliciting, through structured reflection, experiences of core members of its design team, our grounded analysis yielded four sets of themes, focusing on Task Specificity, Community Development, Task Design and Public Relations and Engagement. For each, we propose a set of design claims (DCs), drawing comparisons to the literature on crowdsourcing and online communities to contextualise our findings.
Higher Education 4.0: The New Digital Learning EcologyMark Brown
Invited keynote presentation at E-Learning Forum: The Future Aspirations and the Development Opportunities, Ministry of Education and the Ministry Agency for University Education, Kingdom of Saudi Arabia, 11 April, 2021.
Social impact of renewable energy systems: solar energy system in vulnerable ...journalBEEI
Photovoltaic lighting systems are unable to reach people with low purchasing power due to high installation costs, so they have traditionally been concentrated in families with high purchasing power and currently do not take into account the social power that this type of system represents. This article analyzes through bibliometric review the effect that lighting can have on human development and how a good lighting system can positively affect a community environment. It is proposed the social design of a photovoltaic lighting system which will be installed in a vulnerable community with resources obtained by the community itself and the whole process of accompaniment achieving a satisfactory impact on the community and achieving integration between the same from community participation. The development of workshops with the children of the community has also been proposed, leading to the training and recognition of alternative energy systems as a strategy of social appropriation.
Slides from presentation at CHI2015:
Paper Title: Designing for Citizen Data Analysis: A Cross-Sectional Case Study of a Multi-Domain Citizen Science Platform
Abstract:
Designing an effective and sustainable citizen science (CS) project requires consideration of a great number of factors. This makes the overall process unpredictable, even when a sound, user-centred design approach is followed by an experienced team of UX designers. Moreover, when such systems are deployed, the complexity of the resulting interactions challenges any attempt to generalisation from retrospective analysis. In this paper, we present a case study of the largest single platform of citizen driven data analysis projects to date, the Zooniverse. By eliciting, through structured reflection, experiences of core members of its design team, our grounded analysis yielded four sets of themes, focusing on Task Specificity, Community Development, Task Design and Public Relations and Engagement. For each, we propose a set of design claims (DCs), drawing comparisons to the literature on crowdsourcing and online communities to contextualise our findings.
Homesense was an open research project that ran from 2010 to early 2011. It investigated whether we could design smart homes from the bottom up. This is the final report that outlines the process & findings.
Oplægget blev holdt ved InfinIT-arrangementet "Behov og muligheder for intelligent styring af bygningskomplekser" afholdt den 9. oktober 2012.
Læs mere om arrangementet på http://www.infinit.dk/dk/hvad_kan_vi_goere_for_dig/viden/reportager/bygningen_der_selv_skruede_ned_for_varmen.htm
Building Community for your Company’s OSS ProjectsDawn Foster
Your company has just started an open source project, but where is the community? This talk provides practical tips and suggestions along with what not to do when building a community around your company’s open source project.
Building a community around your company’s open source project is no easy task, and there is no magic bullet or one size fits all solution. However, there are some things that you can do (or not do) to increase the chances of successfully building a community for your project.
A few of the dos and don’ts covered in this talk include:
* Planning and product management: Do use a transparent process in the open with tools that allow anyone to participate. Don’t use your internal tools and private meetings to make all of the decisions.
* Encourage participation: Do be proactive about helping community members contribute in meaningful ways. Don’t inadvertently set the expectation that employees will be the ones always answering questions and making decisions.
* Be honest: Do be honest with yourselves about where and how you prefer to have community members contribute. Don’t encourage people to contribute in areas where you are less likely to accept outside contributions.
* Managing contributions: Do have enough people trained in how to provide constructive feedback to manage the flow of incoming community contributions. Don’t assume that your existing developers have the time and skills to magically perform this difficult function.
The audience will walk away with practical advice about building communities for corporate open source projects.
If you have a schoolyard habitat or garden and would like fresh ideas about how to use it, or are simply interested in getting your students outside to experience their environment in meaningful and educational ways, this session is for you! This presentation shares how you and your students can get involved with bird-related citizen-science projects and authentic outdoor inquiry!
Crowdsourcing Scientific Work: A Comparative Study of Technologies, Processes...Andrea Wiggins
Slides from my successful dissertation defense. The research focused on the role of technologies in supporting participation and organizing processes in citizen science projects, and the impacts of these processes on scientific outcomes.
Homesense was an open research project that ran from 2010 to early 2011. It investigated whether we could design smart homes from the bottom up. This is the final report that outlines the process & findings.
Oplægget blev holdt ved InfinIT-arrangementet "Behov og muligheder for intelligent styring af bygningskomplekser" afholdt den 9. oktober 2012.
Læs mere om arrangementet på http://www.infinit.dk/dk/hvad_kan_vi_goere_for_dig/viden/reportager/bygningen_der_selv_skruede_ned_for_varmen.htm
Building Community for your Company’s OSS ProjectsDawn Foster
Your company has just started an open source project, but where is the community? This talk provides practical tips and suggestions along with what not to do when building a community around your company’s open source project.
Building a community around your company’s open source project is no easy task, and there is no magic bullet or one size fits all solution. However, there are some things that you can do (or not do) to increase the chances of successfully building a community for your project.
A few of the dos and don’ts covered in this talk include:
* Planning and product management: Do use a transparent process in the open with tools that allow anyone to participate. Don’t use your internal tools and private meetings to make all of the decisions.
* Encourage participation: Do be proactive about helping community members contribute in meaningful ways. Don’t inadvertently set the expectation that employees will be the ones always answering questions and making decisions.
* Be honest: Do be honest with yourselves about where and how you prefer to have community members contribute. Don’t encourage people to contribute in areas where you are less likely to accept outside contributions.
* Managing contributions: Do have enough people trained in how to provide constructive feedback to manage the flow of incoming community contributions. Don’t assume that your existing developers have the time and skills to magically perform this difficult function.
The audience will walk away with practical advice about building communities for corporate open source projects.
If you have a schoolyard habitat or garden and would like fresh ideas about how to use it, or are simply interested in getting your students outside to experience their environment in meaningful and educational ways, this session is for you! This presentation shares how you and your students can get involved with bird-related citizen-science projects and authentic outdoor inquiry!
Crowdsourcing Scientific Work: A Comparative Study of Technologies, Processes...Andrea Wiggins
Slides from my successful dissertation defense. The research focused on the role of technologies in supporting participation and organizing processes in citizen science projects, and the impacts of these processes on scientific outcomes.
The digital conundrum: digital health and/or wellbeing?debbieholley1
Visiting Lecture: Plymouth College of Arts
In this first of our series of visiting lectures, Debbie Holley, Professor of Learning Innovation at Bournemouth University challenges us to explore the boundaries of the digital, while still ensuring that our own digital health and wellbeing is protected, along with that of our students. Debbie will share examples of her work leading teams embedding creativity (online) through the disciplines, with considerations for the health and wellbeing for all. We will conclude the talk with a panel discussion about how we may like to take some of the ideas forward. The event will be recorded, and the slides shared. Debbie has requested that you bring along your SMART (internet connected) mobile phones, but emphasises this workshop is suitable for all. Dr Ben Goldsmith, from the Bournemouth University learning technology team, will join us to talk about what is possible at the panel!
Debbie is a National Teaching Fellow, a Principle Fellow of AdvanceHE and on the JISC student experience experts panel. She has research interests in digital competence frameworks, augmented reality, virtual reality and simulations.
Ben is a Learning Technologist at Bournemouth University and a Fellow of AdvanceHE. His research interests include digital and media literacy, the use of media and digital content and tools in secondary and tertiary education, and the engagement of critical theory with approaches to learning.
You can follow Debbie on twitter @debbieholley1
Inaugural Lecture
John Cook
Date: Tuesday 3rd of Feb, 2009
Time: 6pm
Venue: Henry Thomas room, Holloway Road, London Metropolitan University
Introduced by Brian Roper, Vice-Chancellor London Metropolitan University
How do we help learners make the most of the web? What opportunities does it afford us? Where might it take us? An optimistic but cautious take on the web and learning
Harnessing the Blend: Creating authentic learning experiencesdebbieholley1
Keynote IGPP Online Conference
Assessing the benefits of Blended Learning in Higher Education.
Recent research from the Office for Students (OfS) highlighted the positive aspects of blended learning in higher education. In their 2022 report, OfS stated 79% of UK university students were satisfied with blended learning. Furthermore, the combination of in-person and online teaching and learning in higher education enables flexibility in physical attendance and allows greater accessibility for students. This supports students who have caring responsibilities and those in need of reasonable adjustments where exclusive physical or virtual attendance may adversely impact them. Blended learning has been further identified as a new way of bridging the gap in the higher education system by engaging better with underrepresented students.
However, OfS found that 1 in 5 students in 2022 reported dissatisfaction with blended learning. One reason for dissatisfaction is the worry of ‘content overload’ on some courses where some students reported receiving more content online than is manageable within the working week. The overloading risks reduction in course quality and student satisfaction that should be at the heart of students journeys in higher education. This highlights the need for conversations around blended learning to understand the ways it can be improved to better support both staff and students.
Assessing the Benefits of Blended Learning in Higher Education brings together key stakeholders in higher education to learn how to deliver blended learning to maximise the benefit for students and staff and create a more productive, inclusive, and fair environment.
A presentation on how realistic it is, to integrate ICT into an Irish Classroom using the NCCA's (National Council for Curriculum and Assessment) ICT framework.
There are also some pointers to digital content.
Virtual Worlds: Social Networking, Social Learning and PedagogyRamesh C. Sharma
Second Life is a 3D virtual world environment where we can create avatars and interact with people as in real life. Social presence and social learning find a significant place in online learning environments. 3D virtual worlds like SecondLife enable teachers to create opportunities for learning through collaborative learning social networks. NMC (New Media Consortium) in its various reports has also indicated an increased usage of virtual worlds in educational context. Even Gartner Group predicted that more than 80 per cent of internet users will have one or more avatars in online communities. In this presentation we will understand the advantages and limitations of using virtual worlds in educational environments.
THE STUDENTS’ DEMAND FULFILLMENT AND PERSONALITY IN USING BLACKBERRYacijjournal
The research used a quantitative approach with the explanatory survey method. The Theories used
were: Cognitive Psychology, Technology Determinism, and Uses and Gratification . The population of the
research was The Junior High School students. By using random sampling technique, it was taken 5
schools and 200 students as the sample. The data were taken through questionnaires. The data obtained
were analyzes by using the statistical test of correlation. The results of the research show that almost in
every aspect of the intensity use of Blackberry with the students’ demand fulfillment (tense release,
personal integrative and social integrative) as well as with their personality had no significant correlation
or if there were, the correlation was very low. This means that the use of blackberry did not give any
impact to the personality (cognitive, affective or tolerance) of the students, or in other words it could be
said that the development of communication technology gave very little impact on the students’ personality
and demand fulfillment. Yet, since the research also found out that most of female students used Blackberry
for one hour without stopping, the researcher then gave The Guidance book to the Junior High School
students about “Smart and Wise in Using Blackberry”.
Using Second Life Avatars and Machinima to Introduce Sustainability into the ...Simon Bignell
A conference presentation by Dr Simon Bignell (Avatar Milton Broome):
Using Second Life Avatars and Machinima to Introduce Sustainability into the University Curriculum: Evidence from Two Funded Pro-Environmental Behaviour Studies.
In 2011 the Higher Education Academy (HEA) in the UK funded seven projects to look at Education for Sustainable Development (ESD) in the Professional Curriculum. Cyberspace technologies featured strongly in utilising a wide range of professionally-accredited undergraduate degrees to explore the ways in which interdisciplinary awareness of sustainability issues is encouraged or prevented by professional requirements. The first project reported here “Problem-based Learning in Virtual Interactive Educational Worlds for Sustainable Development” (PREVIEW-Sustain) exploited the distinctive properties Second Life by using problem-based teaching methods with digital avatars in (the virtual) world.
In a previous JISC-funded project led by the author with Aston University and the ‘HEA Psychology Network’ we previously validated, transferred and disseminated immersive cyber-activities and materials adapted from Coventry University’s Second Life ‘PREVIEW’ project for use in mental health awareness and Psychology teaching. The follow-on PREVIEW-Sustain project reused and transferred these teaching methods to introduce Sustainability education to academic staff and students across two university subject groups (Psychology and Geography) by using customised online problem-based scenarios.
This presentation reports the virtual world methods developed and redeployed for the Sustainability agenda. The work existed entirely in the online virtual world populated by highly personalised 3D digital avatars. We conducted a series of learning scenarios with University staff and students highlighting motivational and behavioural factors that impact on real-world environmental sustainability (e.g., resources, recycling and energy efficiency). These materials are available to the wider teaching community. The project’s ‘virtual’ infrastructure is in place within the virtual world Second Life.
The online videos of the Second Life avatar interactions we developed, to further engage the community, later provided the basis for a follow-on research project which will also be reported here. We used filmed avatar interactions to assess changes in real world pro-environmental behaviour. We embed these videos in the University’s online teaching ‘virtual Learning Environment’ and assessed students before and after exposure to the environmental messages in the machinima.
Innovative cyberspace teaching and learning techniques offer flexible, cost-effective and rapidly deployed Higher Education solutions. Further research using similar virtual world techniques is planned that will explore Disability Awareness.
Links-up is a two-year research project that is co-financed by the Lifelong Learning programme
of the European Commission. The project started in November 2009 and is carried out by an international project team. The overall aim of Links-up is to combine and enhance the know-how of existing projects in the field of inclusion with learning 2.0 in order to promote better future e-inclusion projects and policies...
Innovating Pedagogy 2020. Innovation Report 8
Exploring new forms of teaching, learning and assessment, to
guide educators and policy makers. Institute of Educational Technology, The Open University
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Social and Problem-Based Learning in Cyberspace: Tools, Techniques & Technology in Multi-user Virtual World
1. Simon Bignell
(Psychology, University of Derby)
SNIC 2013, Theme 14: Virtual Environments 2
Social and Problem-
Based Learning in
Cyberspace:
Tools, Techniques &
Technology in Multi-user
Virtual World
2. SNIC 2013: Virtual Environments 2. Dr Simon Bignell, Social and Problem-based Learning in Cyberspace 2 / 33
3.
4. SNIC 2013: Virtual Environments 2. Dr Simon Bignell, Social and Problem-based Learning in Cyberspace 4 / 33
5. SNIC 2013: Virtual Environments 2. Dr Simon Bignell, Social and Problem-based Learning in Cyberspace 5 / 33
The Emergence of Virtual Worlds in
Higher Education
• The Hype Cycles from Gartner provide a
graphic representation of the maturity and
adoption of technologies and applications.
http://www.gartner.com/
6. SNIC 2013: Virtual Environments 2. Dr Simon Bignell, Social and Problem-based Learning in Cyberspace 6 / 33
Virtual Neonatal Ward: for a Developmental
Psychology Module at University of Derby
Video of Neonatal Unit (1m16s):
http://youtu.be/sEd9s0toHuk
7. SNIC 2013: Virtual Environments 2. Dr Simon Bignell, Social and Problem-based Learning in Cyberspace 7 / 33
8. SNIC 2013: Virtual Environments 2. Dr Simon Bignell, Social and Problem-based Learning in Cyberspace 8 / 33
9. SNIC 2013: Virtual Environments 2. Dr Simon Bignell, Social and Problem-based Learning in Cyberspace 9 / 33
10. SNIC 2013: Virtual Environments 2. Dr Simon Bignell, Social and Problem-based Learning in Cyberspace 10 / 33
Photo of Virtual Lecture
11. SNIC 2013: Virtual Environments 2. Dr Simon Bignell, Social and Problem-based Learning in Cyberspace 11 / 33
12. SNIC 2013: Virtual Environments 2. Dr Simon Bignell, Social and Problem-based Learning in Cyberspace 12 / 33
13. SNIC 2013: Virtual Environments 2. Dr Simon Bignell, Social and Problem-based Learning in Cyberspace 13 / 33
Project webpage: http://previewpsych.org/
14. SNIC 2013: Virtual Environments 2. Dr Simon Bignell, Social and Problem-based Learning in Cyberspace 14 / 33
15. SNIC 2013: Virtual Environments 2. Dr Simon Bignell, Social and Problem-based Learning in Cyberspace 15 / 33
16. SNIC 2013: Virtual Environments 2. Dr Simon Bignell, Social and Problem-based Learning in Cyberspace 16 / 33
“We worked as a team...
this seemed much more
valuable than just
writing an essay or
having a discussion.”
“I was thinking
more about the real
life Psychology
because the avatars
represented real
people with real
psychological
problems.”
“...the content was
easy to access and
the tasks very
enjoyable.”
17. SNIC 2013: Virtual Environments 2. Dr Simon Bignell, Social and Problem-based Learning in Cyberspace 17 / 33
Best Practices Document
Best Practices in Virtual Worlds Teaching: A guide
to using problem-based learning in Second Life
18. SNIC 2013: Virtual Environments 2. Dr Simon Bignell, Social and Problem-based Learning in Cyberspace 18 / 33
‘JISC - Moving into Virtual Worlds -
Emerging Practice in a Digital Age’
• With Aston University
• JISC resources feature
commentary and
reflection on
pedagogical
applications of virtual
worlds.
http://www.youtube.com/watch?v=2aTvE2OBQHc
Emerging Practice in a Digital Age JISC VIDEO
http://www.jisc.ac.uk/emergeresource
19. SNIC 2013: Virtual Environments 2. Dr Simon Bignell, Social and Problem-based Learning in Cyberspace 19 / 33
• Two Sustainability / TEL Projects:
– With Rosemary Horry (Environmental Sciences) funded by the Higher
Education Academy.
– With Zaheer Hussain (Psychology) funded by the Higher Education Academy
Psychology Network.
• Evaluated different methods of embedding ESD in the curriculum.
• Used Second Life to rate people’s pro-environmental behaviour and
attitudes to ‘green’ issues such as recycling, energy use and
resources.
• Participants reported more pro-environmental behaviour a week
after seeing the videos.
20. SNIC 2013: Virtual Environments 2. Dr Simon Bignell, Social and Problem-based Learning in Cyberspace 20 / 33
Educational Visual Storylines –
‘Teaching Cartoons’
• Uses a virtual world to
create educational cartoons
for teaching and online
learning.
• Rapidly develop and deploy
to modules.
• Import straight into our
virtual learning platform.
• Summaries: Not dumbed
down.
21. SNIC 2013: Virtual Environments 2. Dr Simon Bignell, Social and Problem-based Learning in Cyberspace 21 / 33
22. SNIC 2013: Virtual Environments 2. Dr Simon Bignell, Social and Problem-based Learning in Cyberspace 22 / 33
How to visit the University of Derby Second Life Islands:
1) Create and avatar: http://tinyurl.com/GETAN-AVATAR
2) Install Second Life: http://tinyurl.com/Download-SL
3) Teleport to us: http://tinyurl.com/DERBYSECONDLIFE
Virtual Campus Flythrough (1m6s):
http://youtu.be/GQnyb87Zj0o
23. SNIC 2013: Virtual Environments 2. Dr Simon Bignell, Social and Problem-based Learning in Cyberspace 23 / 33
Using problem-based learning
within 3D virtual worlds
– Published book chapter in with
Dr Vanessa Parson (Sunderland
University, Previously at Aston).
• Parson, V. & Bignell, S. (2011). in
Hinrichs, R and Wankel, C (Eds),
Transforming Virtual World
Learning: Cutting-edge
technologies in higher education,
Vol. 4, pp. 245–265. Emerald
Group Publishing Limited:
Teynampet, India. http://www.amazon.co.uk/Transforming-Learning-Cutting-edge-
Technologies-Education/dp/1780520522
24.
25. A Framework for Learning, Support and
Research in Multi-User Virtual Worlds
26. A Framework for Learning, Support and
Research in Multi-User Virtual Worlds.
• Learning and Teaching
– Sound
pedagogy, Blended, Supplementary.
• Support
– User-oriented, Dynamic, Responsive.
• Research
– Ethics, Methodology, Validity.
• The interaction between these three
factors is critical for success.
27. A Framework for Learning, Support and
Research in Multi-User Virtual Worlds
28. • Tools
• Virtual
Infrastructure, Avatars, Presenters, Gadgets, Web
Integration, Audio/Visual [Building and Scripting].
• Techniques
• Inductions, Camera, Movement, Inventory, Communion
, (text, voice and
video), Appearance, Groups, Mashups/Blended
contents, Overcoming Resistance, Facilitating
Virtually, Dealing with Disembodiment.
• Technologies
• Bandwidth, GPUs, CPUs, Server-
side, Lag(s), Clients, Firewalls, Peripherals, Updates.
A Framework for Learning, Support and
Research in Multi-User Virtual Worlds
29. SNIC 2013: Virtual Environments 2. Dr Simon Bignell, Social and Problem-based Learning in Cyberspace 29 / 33
Contact Dr Simon Bignell
Centre for Psychological Research
University of Derby, UK
s.bignell@derby.ac.uk
+44 (0)1332 593043 (ext: 3043)
www.MiltonBroome.com
www.PREVIEWPsych.org
30. SNIC 2013: Virtual Environments 2. Dr Simon Bignell, Social and Problem-based Learning in Cyberspace 30 / 33
Second Life Video Playlist
http://www.youtube.com/playlist?list=PLX4ftfKp-z4EAKaTUO9ALkvbbjCTYJj0G
Editor's Notes
Video Playlisthttp://www.youtube.com/playlist?list=PLX4ftfKp-z4EAKaTUO9ALkvbbjCTYJj0G