Este documento presenta una metodología para talleres educativos utilizando Second Life u OpenSim. Propone tres talleres para explorar la identidad digital, el contexto y los objetivos de aprendizaje. Describe diferentes enfoques de aprendizaje como el aprendizaje experiencial, mediante descubrimiento, conectado e lúdico. Además, ofrece consejos para diseñar actividades que aprovechen las características de estas plataformas y fomenten la interacción y construcción colaborativa del conocimiento.
El documento describe las dimensiones pedagógicas de los mundos virtuales 3D inmersivos. Estos mundos permiten a los usuarios explorar colectivamente el contenido de forma activa a través de la experimentación, la manipulación de objetos y la simulación. Ofrecen oportunidades para la visualización interactiva, la colaboración en proyectos, y la construcción y creación de contenido personalizado.
En esta presentación consideramos que el mundo virtual Second Life potencia el desarrollo de lacomunicación entre los estudiantes si hacemos un uso correcto de sus aplicaciones: mencionamos entreotras actividades cómo podemos utilizar el chat de voz, el chat escrito, las notas de texto y algunos gestosy movimientos corporales de los avatares. Nos permite trabajar con diferentes formatos; podemos ver unvídeo, escuchar una audición o ver imágenes e ilustraciones.
Este documento presenta cinco artículos sobre el tema de la educación con soporte virtual. El primer artículo analiza la tecnología educativa en Venezuela y cómo ha evolucionado con el desarrollo de las TIC. El segundo artículo discute el nuevo rol del profesor universitario y la importancia de la pedagogía y tecnología. El tercer artículo introduce los mundos virtuales y cómo pueden usarse en la educación. El cuarto artículo explora las implicaciones de los mundos virtuales (MUVEs) en la educación. El quinto
Este documento discute las tendencias emergentes en tecnología educativa como códigos QR, aplicaciones y entornos 3D. También propone criterios para evaluar juegos serios y actividades de aprendizaje lúdicas, como si el contenido es adecuado y fácil de usar para la audiencia objetivo. Además, explora cómo diseñar actividades de aprendizaje que sean participativas, colaborativas e inmersivas a través de plataformas como la web, LMS y aprendizaje móvil.
El documento describe las tecnologías de realidad virtual, realidad aumentada y mundos virtuales 3D, y cómo convergen hacia el concepto de Metaverso. El Metaverso permitirá que las personas interactúen en entornos virtuales inmersivos a través de múltiples dispositivos, compartiendo experiencias entre lo físico y lo digital.
Este documento presenta un plan de formación interna sobre diseño de juegos. Incluye diferentes secciones que exploran conceptos como la experiencia del jugador, elementos del juego, motivaciones de los jugadores, flujo de juego, y tipos de jugadores. El objetivo general es ayudar a los diseñadores a crear juegos que proporcionen una experiencia enriquecedora y satisfactoria para los jugadores.
Este documento presenta una metodología para talleres educativos utilizando Second Life u OpenSim. Propone tres talleres para explorar la identidad digital, el contexto y los objetivos de aprendizaje. Describe diferentes enfoques de aprendizaje como el aprendizaje experiencial, mediante descubrimiento, conectado e lúdico. Además, ofrece consejos para diseñar actividades que aprovechen las características de estas plataformas y fomenten la interacción y construcción colaborativa del conocimiento.
El documento describe las dimensiones pedagógicas de los mundos virtuales 3D inmersivos. Estos mundos permiten a los usuarios explorar colectivamente el contenido de forma activa a través de la experimentación, la manipulación de objetos y la simulación. Ofrecen oportunidades para la visualización interactiva, la colaboración en proyectos, y la construcción y creación de contenido personalizado.
En esta presentación consideramos que el mundo virtual Second Life potencia el desarrollo de lacomunicación entre los estudiantes si hacemos un uso correcto de sus aplicaciones: mencionamos entreotras actividades cómo podemos utilizar el chat de voz, el chat escrito, las notas de texto y algunos gestosy movimientos corporales de los avatares. Nos permite trabajar con diferentes formatos; podemos ver unvídeo, escuchar una audición o ver imágenes e ilustraciones.
Este documento presenta cinco artículos sobre el tema de la educación con soporte virtual. El primer artículo analiza la tecnología educativa en Venezuela y cómo ha evolucionado con el desarrollo de las TIC. El segundo artículo discute el nuevo rol del profesor universitario y la importancia de la pedagogía y tecnología. El tercer artículo introduce los mundos virtuales y cómo pueden usarse en la educación. El cuarto artículo explora las implicaciones de los mundos virtuales (MUVEs) en la educación. El quinto
Este documento discute las tendencias emergentes en tecnología educativa como códigos QR, aplicaciones y entornos 3D. También propone criterios para evaluar juegos serios y actividades de aprendizaje lúdicas, como si el contenido es adecuado y fácil de usar para la audiencia objetivo. Además, explora cómo diseñar actividades de aprendizaje que sean participativas, colaborativas e inmersivas a través de plataformas como la web, LMS y aprendizaje móvil.
El documento describe las tecnologías de realidad virtual, realidad aumentada y mundos virtuales 3D, y cómo convergen hacia el concepto de Metaverso. El Metaverso permitirá que las personas interactúen en entornos virtuales inmersivos a través de múltiples dispositivos, compartiendo experiencias entre lo físico y lo digital.
Este documento presenta un plan de formación interna sobre diseño de juegos. Incluye diferentes secciones que exploran conceptos como la experiencia del jugador, elementos del juego, motivaciones de los jugadores, flujo de juego, y tipos de jugadores. El objetivo general es ayudar a los diseñadores a crear juegos que proporcionen una experiencia enriquecedora y satisfactoria para los jugadores.
This document discusses different learning theories and how they relate to game-based learning. It covers behaviourist, cognitivist, constructivist, and situated learning models. Behaviourist games focus on reinforcement, while constructivist games emphasize puzzles, interaction, reflection and open learning environments. The situated perspective views learning as occurring through social interaction and participation in authentic contexts. The document also outlines challenges for educators in integrating games and provides recommendations for good game design elements based on learning theories.
Second Life is a 3D virtual world where users create avatars and interact in a simulated environment. It has several potential educational uses including fostering collaborative learning communities, facilitating identity formation through avatar representation, and providing an immersive experience for situated learning. Effective educational uses of Second Life require constructivist pedagogical approaches and consideration of both synchronous and asynchronous participation. It is best used as a supplement rather than replacement for traditional classroom methods.
Design for Learning and Assessment in Virtual Worldsdiannepatricia
Dr. Brian Nelson, Arizona State University, presentation on “Design for Learning and Assessment in Virtual Worlds” as part of our Cognitive Systems Institute Speaker Series.
Pedagogy skills in supporting language learningRobin Trangmar
The presentation explores the pedagogical skills used to support language learning. I'll revisit the way we teach by exploring how we learn; Investigate teaching as a “Design Science”, and explore pedagogical models of learning associated with practice. Finally I will question how we can promote non-formal learning through communities of practice
Changing Paradigm in Interactive Learning System DesignPat Luo
This document discusses interactive learning systems (ILS) and emerging technologies that can be integrated into ILS based on learning theories. It defines ILS and identifies four types of emerging technologies: educational networking, web-based learning, mobile learning, and classroom equipment. Examples are provided of how each technology has been used in ILS along with the learning theory integrated. The shifting focus in educational technology research from a problem-centric to design-based approach is also summarized.
Virtual guides: A Hybrid Approach to Immersive LearningDavid Fliesen
This Paper was presented at GameTech 2012 along with Cynthia Calongne, D.CS of Colorado Technical University about Virtual Guides blending the need for information with feedback and progress checks as learners perform learning activities within virtual world simulations and serious games.
1. The document discusses experiential learning in 3D multi-user virtual environments (MUVEs) such as Second Life. It describes how MUVEs allow simultaneous participation, interaction, avatar representation, and collaboration between users.
2. The model of learning in a MUVE involves identity construction, a sense of presence, and geographically independent collaboration. Educational activities include tutorials, exhibits, role plays, and more.
3. MUVEs can represent many discipline areas and instructional design must consider the subject matter and pedagogical approach. Design principles include clear objectives, ongoing assessment, and prioritizing student needs. Constructivism is a key learning theory for MUVEs.
Blended language learning strategies (lecture, Sèvres, July 2011)Claudia Warth
Plenary lecture at the Foresite conference and training event, Sèvres, France, July 2011
Blended language learning strategies - Introduction to blended language learning and some ideas for use in the language classroom
This document summarizes a presentation on using technology and multimedia in English language education. It discusses how technology has evolved from standalone software to internet-based tools that allow for more interactivity and accessibility. While technology may help language learning through interaction and participation, it also brings risks like interference with acquisition and unhealthy communication habits. An effective approach grounds technology use in learning theories and provides an interactive interface within a supportive learning community.
This document summarizes a presentation on using technology and multimedia in English language education. It discusses how technology has evolved from standalone software to internet-based tools that allow for more interactivity and accessibility. While technology may help language learning through interaction and participation, it also brings risks like interference with acquisition and unhealthy communication habits. An effective approach grounds technology use in learning theories and provides an interactive interface within a supportive learning community.
Randy Bass gave a presentation on the problem of learning in the post-course era. He discussed how the rise of digital technologies and social media have changed learning from static to dynamic. Learning now occurs across multiple modalities like blogs, wikis, and social networking rather than just in the classroom. Bass argued we are entering a post-course era where high-impact learning happens outside of traditional courses. He suggested academics will need to better connect courses to experiential learning, make courses more dynamic, and shift resources from courses to high-impact experiences.
The document discusses Universal Design for Learning (UDL), which aims to provide all students equal opportunities to learn by creating flexible instructional methods, materials, and assessments that can be customized to individual needs. UDL is based on 3 principles: providing multiple means of representation, action and expression, and engagement. It supports student diversity and different learning styles by allowing for choice, differentiation, and technology integration. UDL helps ensure all parts of the brain involved in learning (recognition, strategic, and affective networks) are engaged. Resources like lesson builders and curriculum self-checks can help educators implement UDL principles.
The document discusses how multi-user virtual environments (MUVEs) can be used to engage reluctant students by allowing them to collaborate with others and learn through trial and error in a non-threatening online space. However, there are also challenges to adopting MUVEs, as teachers may be unfamiliar with the technology and see games as non-educational, and parents may not support their use. When implemented successfully though, MUVEs can increase student interest and success rates by covering relevant topics through individualized and collaborative tasks at different skill levels. The document advocates for teaching students through gaming techniques and virtual learning sites that align with educational standards.
This document discusses instructional design and strategies for online and technology-based learning. It identifies five categories of adopters for new innovations and explains that adopters consider the relative advantage, compatibility, complexity, trialability, and observability of new technologies. It also defines instructional strategies as methods for presenting information to help learners construct meaningful relationships between new and existing knowledge, and delivery strategies as the mechanisms for instructional delivery. The document then outlines several instructional strategies like recall, integration, organization, and elaboration, and discusses trends in online learning technologies like web 2.0, learning objects, intelligent tutoring systems, instructional games and simulations, and virtual worlds.
The document discusses various concepts related to collaborative teaching and learning, including play, performance, storytelling, simulation, and transmedia navigation. It defines play as experimenting with one's surroundings to problem solve. It notes how games can make students feel part of virtual worlds. The document also lists several examples of digital tools that facilitate experiential learning through games. It then defines several "participatory literacy skills" like performance, simulation, and negotiating diverse perspectives.
1. The document discusses how collaborative game-based learning can be supported through knowledge group awareness. It proposes eliciting students' prior knowledge, knowledge constructed during tasks, and judgments of learning to increase awareness of group members' knowledge.
2. A serious game is described that elicits these three types of knowledge elicitation. Preliminary results show increased interactions but no significant effect on collaboration or performance. Further studies are planned.
3. The document recommends supporting collaborative processes through knowledge awareness widgets, creating intragroup collaboration against intergroup competition, and providing communication tools.
Alternative Assessment Strategies For Complex Problem Solving In Game-Based L...Jessica Thompson
This chapter discusses alternative assessment strategies for complex problem solving in game-based learning environments. It argues that new technologies like digital games require new ways of conceptualizing learning, instruction and assessment. The chapter reviews literature on game-based learning and finds little empirical evidence that it improves complex problem solving skills. It then proposes an integrated assessment framework to guide research and practice in this area. This framework was used in a longitudinal study to collect and analyze data on instructional design strategies in an MMOG learning environment.
Digital games in education. Our students' experiences of society and culture are
increasingly digital and their futures will involve digital
workplaces. Their everyday lives are characterised by digital
play and online interaction and their futures will involve digital
workplaces, regardless of the career paths they follow.
The Use of Computer Simulations and Gaming to Enhance Authentic Learningzollnera
The document discusses the use of computer simulations and games to enhance authentic learning. It recognizes connections between simulations/games and learning theory. Key elements that make simulations effective for learning include content driven by goals, interactivity, feedback, and opportunities for reflection. Well-designed simulations can improve cognitive skills and allow students to experience concepts in dynamic, interactive environments. Reflection is important for students to make meaning and connect experiences to coursework.
presentation by Kristina D.C. Hoeppner, Gilbert Busana, Charles Max, Robert A.P. Reuter at
ED-MEDIA 2009 in Honolulu, 24 June 2009. The last slide was changed to reflect the new address of the study program where up-to-date information can be found.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document discusses different learning theories and how they relate to game-based learning. It covers behaviourist, cognitivist, constructivist, and situated learning models. Behaviourist games focus on reinforcement, while constructivist games emphasize puzzles, interaction, reflection and open learning environments. The situated perspective views learning as occurring through social interaction and participation in authentic contexts. The document also outlines challenges for educators in integrating games and provides recommendations for good game design elements based on learning theories.
Second Life is a 3D virtual world where users create avatars and interact in a simulated environment. It has several potential educational uses including fostering collaborative learning communities, facilitating identity formation through avatar representation, and providing an immersive experience for situated learning. Effective educational uses of Second Life require constructivist pedagogical approaches and consideration of both synchronous and asynchronous participation. It is best used as a supplement rather than replacement for traditional classroom methods.
Design for Learning and Assessment in Virtual Worldsdiannepatricia
Dr. Brian Nelson, Arizona State University, presentation on “Design for Learning and Assessment in Virtual Worlds” as part of our Cognitive Systems Institute Speaker Series.
Pedagogy skills in supporting language learningRobin Trangmar
The presentation explores the pedagogical skills used to support language learning. I'll revisit the way we teach by exploring how we learn; Investigate teaching as a “Design Science”, and explore pedagogical models of learning associated with practice. Finally I will question how we can promote non-formal learning through communities of practice
Changing Paradigm in Interactive Learning System DesignPat Luo
This document discusses interactive learning systems (ILS) and emerging technologies that can be integrated into ILS based on learning theories. It defines ILS and identifies four types of emerging technologies: educational networking, web-based learning, mobile learning, and classroom equipment. Examples are provided of how each technology has been used in ILS along with the learning theory integrated. The shifting focus in educational technology research from a problem-centric to design-based approach is also summarized.
Virtual guides: A Hybrid Approach to Immersive LearningDavid Fliesen
This Paper was presented at GameTech 2012 along with Cynthia Calongne, D.CS of Colorado Technical University about Virtual Guides blending the need for information with feedback and progress checks as learners perform learning activities within virtual world simulations and serious games.
1. The document discusses experiential learning in 3D multi-user virtual environments (MUVEs) such as Second Life. It describes how MUVEs allow simultaneous participation, interaction, avatar representation, and collaboration between users.
2. The model of learning in a MUVE involves identity construction, a sense of presence, and geographically independent collaboration. Educational activities include tutorials, exhibits, role plays, and more.
3. MUVEs can represent many discipline areas and instructional design must consider the subject matter and pedagogical approach. Design principles include clear objectives, ongoing assessment, and prioritizing student needs. Constructivism is a key learning theory for MUVEs.
Blended language learning strategies (lecture, Sèvres, July 2011)Claudia Warth
Plenary lecture at the Foresite conference and training event, Sèvres, France, July 2011
Blended language learning strategies - Introduction to blended language learning and some ideas for use in the language classroom
This document summarizes a presentation on using technology and multimedia in English language education. It discusses how technology has evolved from standalone software to internet-based tools that allow for more interactivity and accessibility. While technology may help language learning through interaction and participation, it also brings risks like interference with acquisition and unhealthy communication habits. An effective approach grounds technology use in learning theories and provides an interactive interface within a supportive learning community.
This document summarizes a presentation on using technology and multimedia in English language education. It discusses how technology has evolved from standalone software to internet-based tools that allow for more interactivity and accessibility. While technology may help language learning through interaction and participation, it also brings risks like interference with acquisition and unhealthy communication habits. An effective approach grounds technology use in learning theories and provides an interactive interface within a supportive learning community.
Randy Bass gave a presentation on the problem of learning in the post-course era. He discussed how the rise of digital technologies and social media have changed learning from static to dynamic. Learning now occurs across multiple modalities like blogs, wikis, and social networking rather than just in the classroom. Bass argued we are entering a post-course era where high-impact learning happens outside of traditional courses. He suggested academics will need to better connect courses to experiential learning, make courses more dynamic, and shift resources from courses to high-impact experiences.
The document discusses Universal Design for Learning (UDL), which aims to provide all students equal opportunities to learn by creating flexible instructional methods, materials, and assessments that can be customized to individual needs. UDL is based on 3 principles: providing multiple means of representation, action and expression, and engagement. It supports student diversity and different learning styles by allowing for choice, differentiation, and technology integration. UDL helps ensure all parts of the brain involved in learning (recognition, strategic, and affective networks) are engaged. Resources like lesson builders and curriculum self-checks can help educators implement UDL principles.
The document discusses how multi-user virtual environments (MUVEs) can be used to engage reluctant students by allowing them to collaborate with others and learn through trial and error in a non-threatening online space. However, there are also challenges to adopting MUVEs, as teachers may be unfamiliar with the technology and see games as non-educational, and parents may not support their use. When implemented successfully though, MUVEs can increase student interest and success rates by covering relevant topics through individualized and collaborative tasks at different skill levels. The document advocates for teaching students through gaming techniques and virtual learning sites that align with educational standards.
This document discusses instructional design and strategies for online and technology-based learning. It identifies five categories of adopters for new innovations and explains that adopters consider the relative advantage, compatibility, complexity, trialability, and observability of new technologies. It also defines instructional strategies as methods for presenting information to help learners construct meaningful relationships between new and existing knowledge, and delivery strategies as the mechanisms for instructional delivery. The document then outlines several instructional strategies like recall, integration, organization, and elaboration, and discusses trends in online learning technologies like web 2.0, learning objects, intelligent tutoring systems, instructional games and simulations, and virtual worlds.
The document discusses various concepts related to collaborative teaching and learning, including play, performance, storytelling, simulation, and transmedia navigation. It defines play as experimenting with one's surroundings to problem solve. It notes how games can make students feel part of virtual worlds. The document also lists several examples of digital tools that facilitate experiential learning through games. It then defines several "participatory literacy skills" like performance, simulation, and negotiating diverse perspectives.
1. The document discusses how collaborative game-based learning can be supported through knowledge group awareness. It proposes eliciting students' prior knowledge, knowledge constructed during tasks, and judgments of learning to increase awareness of group members' knowledge.
2. A serious game is described that elicits these three types of knowledge elicitation. Preliminary results show increased interactions but no significant effect on collaboration or performance. Further studies are planned.
3. The document recommends supporting collaborative processes through knowledge awareness widgets, creating intragroup collaboration against intergroup competition, and providing communication tools.
Alternative Assessment Strategies For Complex Problem Solving In Game-Based L...Jessica Thompson
This chapter discusses alternative assessment strategies for complex problem solving in game-based learning environments. It argues that new technologies like digital games require new ways of conceptualizing learning, instruction and assessment. The chapter reviews literature on game-based learning and finds little empirical evidence that it improves complex problem solving skills. It then proposes an integrated assessment framework to guide research and practice in this area. This framework was used in a longitudinal study to collect and analyze data on instructional design strategies in an MMOG learning environment.
Digital games in education. Our students' experiences of society and culture are
increasingly digital and their futures will involve digital
workplaces. Their everyday lives are characterised by digital
play and online interaction and their futures will involve digital
workplaces, regardless of the career paths they follow.
The Use of Computer Simulations and Gaming to Enhance Authentic Learningzollnera
The document discusses the use of computer simulations and games to enhance authentic learning. It recognizes connections between simulations/games and learning theory. Key elements that make simulations effective for learning include content driven by goals, interactivity, feedback, and opportunities for reflection. Well-designed simulations can improve cognitive skills and allow students to experience concepts in dynamic, interactive environments. Reflection is important for students to make meaning and connect experiences to coursework.
presentation by Kristina D.C. Hoeppner, Gilbert Busana, Charles Max, Robert A.P. Reuter at
ED-MEDIA 2009 in Honolulu, 24 June 2009. The last slide was changed to reflect the new address of the study program where up-to-date information can be found.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document proposes a project to use a global simulation set in a virtual 3D environment to encourage situated language practice for students. It discusses theoretical frameworks of situated learning and outlines a pedagogical framework following Bates' SECTIONS model. The background discusses a prior project using a virtual world without a global simulation structure, which students found engaging but lacked TL communication. The proposed project aims to address this by generating authentic learning situations through role-playing characters in a simulated building universe.
Creative Commons provides free copyright licenses that allow creators to choose how others can use their work. Creators can select licenses that allow others to share, remix, and use their work either commercially or noncommercially. The different license options include attribution, which requires credit; share alike, which requires derivative works to have the same license; noncommercial, which only allows noncommercial use; and no derivative works, which does not allow adaptations of the original.
The document outlines a lesson plan for teaching English to elementary/pre-intermediate level students. The lesson involves watching a short film called "A Day in the Life of..." and then completing follow up activities to practice English skills like speaking, writing, and listening comprehension. Key activities include introducing characters, watching the film with and without sound to make predictions, answering comprehension questions, writing a summary, and telling their own story. The goal is for students to practice using past tenses and sequencing words to discuss narratives.
The immersive language pilot project on Second Life was initiated in 2012 and involved the use of Second Life for 3 language programmes taught at Victoria University of Wellington’s School of Language and Cultures. The intend of this project is – to provide opportunities to interact naturally with native speakers, – to enhance students’ cultural awareness by exploring various sims (RL and fantasy), – to (informally) measure students oral and written input and output compared to what they get in class – to gauge their level of engagement and motivation when immersed in a 3D virtual environment. Following the success of the project, lecturers have expressed their interest in continuing the project in the second trimester of 2013 and is currently in the planning phase. This presentation is a report of findings collated in the first stage of the project: this includes students and tutors impressions on their experience throughout the trimester and recommendations for implementation of such project in a university environment.
A Language Technology Specialist has expertise across several areas including language acquisition principles, teaching principles, and technical expertise. They work with various technologies in language labs and online environments. The specialist must consider both the benefits and limitations of different technologies for language learning. It is important for the specialist to take ownership of various technical and instructional aspects when implementing technology tools to ensure good usage and a backup plan. Multimedia tools that combine text, audio, images, and video can be used creatively to develop learning materials and tasks.
This document discusses the benefits and uses of blogs for learning. It outlines that blogs can promote scholarly writing, act as a personal space for reflection, and link learning communities. The document provides examples of using blogs for reflection, evaluation, reformulation of ideas, and higher-order thinking skills like analysis and creation. It also provides guidance on planning blog-based learning, including considerations for individual or group work, private or public blogs, objectives, scaffolding, and assessments.
This document describes a project using Second Life to teach foreign language courses at Victoria University of Wellington in New Zealand. It began with a small group exploring Second Life in 2008 and expanded to include language courses for French, Spanish, and Italian from 2011-2012. Students met in Second Life for 2-hour sessions twice a week over 5-10 weeks and conducted activities like interviews, discussions, and role plays with native speakers. Student feedback was generally positive about being immersed in the virtual environment, though some struggled with the interface or found early morning sessions distracting. The document concludes with recommendations for supporting such virtual world language education projects.
2. What bridges?
Digital immigrants Digital Natives (Prensky
2001)
Teaching styles
Learning styles (Becker
Formal learning 2006)
Surface Learning Informal learning
Extrinsic motivation Deep learning
Direct instruction Intrinsic motivation
Linear modes Inductive teaching style
Inclusive, collaborative
modes
No single theory, different ways of learning & teaching
3. In a nutshell (Jonnassen, Wilson & grabinger,
1993)
Behaviourist game design Constructivist game design
No extraneous information Natural complexity and
content of language
Simplifies comprehensibility
Avoids oversimplification
Reconstructs/replicates
knowledge Present multiple
representation /
Abstracts instruction perspectives
experience Real world contexts
Focuses on acquiring skills Engages reflective
Prescriptive sequences of practice
instruction Offer open learning
Supports individual learning environments
4. The situated perspective tenets
Knowledge not an object, memory not a location
Social interaction and negotiation in new
situations
Learning happens in authentic contexts
Bridges the artificiality of classroom learning to
real-life situations
Knowledge construction through participation
In given communities with specific
Culture, Language (jargon included) & Tools
5. MUVEs & MMORPGS
Multi-User Virtual Environments
Massive Multi-user Online Role Play Games
Add the 3d Component (≠ 2D – cards, chess)
Users
evolve through an avatar (presence)
Interact with the environment & often with other
MUVEs avatars MMORPGs
Freedom Objectives, rules and rewards
Social (Special Interest Groups = Competitive (individual, teams, guilds)
SIGs)
Creative
Creative Communities of Practice
6. Some MMORPGs used in Edu
MinecraftEdu widely used in
primary, secondary
SecondLife soft and hard sciences
WoW Both Secondary & Higher Ed
Atlantis Remixed 9-16 y-o
Civilization V
7. Gee’s Affordances (foreword in Reinders
2012)
A good game design include:
Well-ordered problems
Tools (and other players) to solve problems
Learning by negotiating, building, sharing,
Copious feedback to prepare for next stages, higher
level
Next stages have new challenges (ZPD – cycle of
expertise)
Playing & Learning through social interaction and
mentoring
Two way narratives
Reach standards in different ways
Easy design so gamers can become designers
(See Jonassen 1994)
8. Challenges for educators
Opportunity or disruption? – mechanics of
gameplay
Learning to play versus learning language
Requirements (hardware and human
resources, time)
Institutional buy-in
Curriculum Integration (alignment goals-
assessment)
feedback, on-going assessment, formative vs
summative
Needs more research & practice, check
livebinders
See Stephen Thorne’s IATEFL 2012 Keynote
Read this post of teacher of German using WoW
9. Further Readings:
Becker, K., (2006) Games and Learning Styles, Academia.Edu [online]
Brown, J.S., Collins, A. & Duguid, S. (1989). Situated cognition and the culture
of learning. Educational Researcher, 18(1), 32-42.
Jonassen, D.H., Wilson, B.G., Wang, S., & Grabinger, R.S. (1993).
Constructivist uses of expert systems to support learning. Journal of Computer-
Based Instruction, 20(3), 86-94.
Kkorthagen F.A.J., (2010) Situate Learning Theory and the Pedagogy of
Teacher Education: Towards an integrative View of Teacher Behaviour and
Teacher Learning. Teaching and Teacher Education, 26 (pp98-106) [online]
Lave, J., & Wenger, E., (1990). Situated Learning: Legitimate Peripheral
Participation. Cambridge, UK: Cambridge University Press
Prensky M.,(2001) Digital Natives, Digital Immigrants. On the Horizon, MCB
University Press, Vol. 9 No. 5, October 2001
Reeve J. K. (2010) . Constructivism and Its Application to Game-Based
Learning [online]
Reinders, H. (2012) Digital Games in Language Learning and Teaching, New
Language Learning & Teaching Environments. Basingtoke, England: Palgrave
MacMillan
Young, F. Y. (1993). Instructional Design for Situated Learning. Educational
Technology Research and Development, 41 (1), 43-57.
10. Second Life Platform
3d MUVE, not a game
Role Play is more than half of users’ activities
Artists also promote their work
Learning Higher Ed for simulation
Language learning - CoPs & Slanguages
symposium
Edunation, Virtlantis, Cypris Chat, Instituto
español, etc
Simulation, explorations and treasure hunts
French FL and VUW language program