This slide presentation explains the work created in virtual reality environments during a course conducted at Empire State College, SUNY. With the advent of open source islands, students were able to create virtual islands to meet their professional interests. The course design is highlighted and the students work itself is put forward in slides and in video links to the islands themselves.
SUNY Delhi - Virtual Reality Since Open SourceEileen O'Connor
Highlights the work of Dr. Eileen O'Connor in virtual reality, particularly since the movement to open source environments, which has lowered the cost of entry for students. These slides were presented in a conference at SUNY Delhi in January 2015.
This document discusses using immersive virtual reality for STEM education and serious games. It begins with an agenda that includes polling the audience about what they would like in a virtual space and their experiences with online learning. It then discusses the presenter's experiences starting with Second Life and moving to custom virtual worlds. Key points made include the conceptual framework for planning virtual learning experiences, including community building, integrating with courses, and assessing learning. Examples are provided of potential activities like role playing as scientists or hosting speaker presentations. Considerations for design like understanding the audience and leveraging existing mental models are also outlined.
Ways to consider using social networks available today for education purposes and with assessment approaches that can help you understand if your network is achieving your desired objectives.
ePortfolios as Catalyst - Connections 2015Marc Zaldivar
Using the Catalyst Model derived from the Connect-to-Learning Grant (http://c2l.mcnrc.org), I'm doing a presentation on the ePortfolio cycle for Connections 2015, Blacksburg, VA, May 2015.
Blending Synchronous and Asynchronous Learning EnvironmentsMichael Coghlan
Presentation as part of Webheads EVOnline sessions, January 2014
Message re licensing of this content:
This content was uploaded to Slideshare before it was taken over by Scribd. My intention was always to offer my content for free via Creative Commons licensing. Scribd now has locked the content behind a paywall where you have to provide credit card details before you can download it. I totally disagree with this kind of exploitation of previously free content but it apparently is legal for Scribd to do this. However, you can still download this content without messing around with credit card nonsense if you go to the original Slideshare site of this presentation. Sorry for the hassle, but it is Scribd's doing - not mine.
- Michael Coghlan (michaelc)
Innovation in the Australian VET sector - is it possible?Michael Coghlan
The document discusses innovation in the vocational education and training (VET) sector. It notes that while innovation was possible in the past, increasing assessment requirements and compliance culture have reduced the sector's ability to innovate. Suggestions to re-enable innovation include giving teachers more time to develop materials, allowing experimentation without pressure for immediate success, and creating an organizational culture that supports innovation. Emerging technologies like flipped learning, mobile learning and augmented reality could also promote innovation if regulatory barriers are addressed.
Introducing K12 Teachers to Technology in an Online Grad Program within a Vir...Eileen O'Connor
These slides accompanied a conference presentation of a paper on this topic presented at e-Learn in Las Vegas sponsored by AACE - paper written by Eileen O'Connor and Terri Worman; presentation given by Terri Worman
SUNY Delhi - Virtual Reality Since Open SourceEileen O'Connor
Highlights the work of Dr. Eileen O'Connor in virtual reality, particularly since the movement to open source environments, which has lowered the cost of entry for students. These slides were presented in a conference at SUNY Delhi in January 2015.
This document discusses using immersive virtual reality for STEM education and serious games. It begins with an agenda that includes polling the audience about what they would like in a virtual space and their experiences with online learning. It then discusses the presenter's experiences starting with Second Life and moving to custom virtual worlds. Key points made include the conceptual framework for planning virtual learning experiences, including community building, integrating with courses, and assessing learning. Examples are provided of potential activities like role playing as scientists or hosting speaker presentations. Considerations for design like understanding the audience and leveraging existing mental models are also outlined.
Ways to consider using social networks available today for education purposes and with assessment approaches that can help you understand if your network is achieving your desired objectives.
ePortfolios as Catalyst - Connections 2015Marc Zaldivar
Using the Catalyst Model derived from the Connect-to-Learning Grant (http://c2l.mcnrc.org), I'm doing a presentation on the ePortfolio cycle for Connections 2015, Blacksburg, VA, May 2015.
Blending Synchronous and Asynchronous Learning EnvironmentsMichael Coghlan
Presentation as part of Webheads EVOnline sessions, January 2014
Message re licensing of this content:
This content was uploaded to Slideshare before it was taken over by Scribd. My intention was always to offer my content for free via Creative Commons licensing. Scribd now has locked the content behind a paywall where you have to provide credit card details before you can download it. I totally disagree with this kind of exploitation of previously free content but it apparently is legal for Scribd to do this. However, you can still download this content without messing around with credit card nonsense if you go to the original Slideshare site of this presentation. Sorry for the hassle, but it is Scribd's doing - not mine.
- Michael Coghlan (michaelc)
Innovation in the Australian VET sector - is it possible?Michael Coghlan
The document discusses innovation in the vocational education and training (VET) sector. It notes that while innovation was possible in the past, increasing assessment requirements and compliance culture have reduced the sector's ability to innovate. Suggestions to re-enable innovation include giving teachers more time to develop materials, allowing experimentation without pressure for immediate success, and creating an organizational culture that supports innovation. Emerging technologies like flipped learning, mobile learning and augmented reality could also promote innovation if regulatory barriers are addressed.
Introducing K12 Teachers to Technology in an Online Grad Program within a Vir...Eileen O'Connor
These slides accompanied a conference presentation of a paper on this topic presented at e-Learn in Las Vegas sponsored by AACE - paper written by Eileen O'Connor and Terri Worman; presentation given by Terri Worman
Master's Graduate Program's Use of Virtual RealityEileen O'Connor
These slides accompanied a presentation to MOOC (massive online open course) about my work in the graduate program at SUNY Empire State college integrating virtual reality into my courses and into this emerging-technology master's program
The document discusses how social media and technology are transforming business and education. It outlines current and future trends, including the increasing use of cloud-based technologies. Specific applications covered include using multimedia and YouTube in education, and social media strategies for businesses. Challenges and opportunities for education are examined, such as electronic books, mobile learning, augmented reality, and learning analytics. The role of video, file sharing, and online education tools are also addressed.
This document discusses using an "e-learning action plan" approach to guide teachers in effectively integrating technology into their teaching practice, with the goals of improving student engagement and learning relationships. The e-learning action plan approach uses an inquiry cycle focused on selecting learning outcomes, planning teaching strategies using ICT tools, implementing and tracking results. Teachers are encouraged to develop these plans in professional learning groups to support collaborative technology integration aligned with pedagogical goals.
This document discusses creating e-portfolios using Google Sites. It defines an e-portfolio as an electronic collection of a student's work and learning over time. Key aspects are student reflection on chosen work and what was learned. Google Sites is recommended for e-portfolios because it is free, easy to use, and allows for multimedia content control of viewing and editing access. The document provides templates and guidance for setting up e-portfolios and discusses how they relate to pedagogy, competencies, 21st century skills, and digital citizenship.
The Digital Practitioner - UHI VC workshop Jisc Scotland
The session provided an overview of the skills and challenges required to become an effective digital practitioner. It explored key topics such as digital literacies, technologies that support learning, and the evolving role of educators. Participants engaged in hands-on activities using tools like VoiceThread and explored case studies highlighting innovative uses of technology in academic institutions. The session aimed to provide a practical understanding of digital practitioner skills through discussion and interactive exercises.
The Digital Citizenship Project KnowledgeNet PresentationClaire Amos
The Digital Citizenship Project aims to develop a crowdsourced set of digital citizenship teaching resources. It began as a request on a discussion forum that attracted interest from over 75 educators. Modules were structured around learning outcomes, themes, resources, activities and extension materials. Resources are hosted on WikiEducator to ensure openness and sustainability. The project utilizes crowdsourcing to connect educators and arrive at better resources through collaboration. Educators are encouraged to use, contribute and adapt the resources to suit their needs and promote digital citizenship.
Connect More with peers in practice - Wrexham - Sian Edwardson-WilliamsJisc
These PechaKucha style presentations (20 slides at 20 seconds each) from attendees at the event will focus on how they have implemented digital capabilities to enhance learning and teaching at their institutions.
The document discusses learning design as a new approach to curriculum design that makes the design process more explicit and shareable. It outlines the Open University Learning Design Initiative which developed tools like CompendiumLD for visualizing designs and the Cloudworks site for sharing them. Evidence from trials showed these tools helped teachers design more effective learning activities that integrated technologies and pedagogical approaches. The initiative aims to foster more open and collaborative design through these online communities and representations.
Opening up practice and resources: Are we nearly there? presented by Allison Littlejohn (Glasgow Caledonian University), Jonathan Worth and Shaun Hides (Coventry University). This session was facilitated by Chris Pegler (Open University).
Jisc conference 2012.
This document discusses using webcasting in education. It defines webcasting and outlines features like slides, registration, polling, and chat. It explores how webcasting can be used for distance learning, continuing education, and more. Reasons to use webcasting include being inexpensive, providing easy access and reaching larger audiences. The document provides websites for creating free webcasts and aligns webcasting with education standards. It also discusses experts' views on webcasting and the benefits it can provide for teaching and learning.
EMMA Summer School - Mathy Vanbuel - Choosing to implement video in your MOOC...EUmoocs
In this session we will discuss why you should or should not use video in your MOOC. Once you have decided whether video is one of the media that you will apply in your media mix, we will look at how you can produce appropriate video yourself, in your organisation or with additional, external support. We will discuss pedagogical as well as technical and organisational issues. After this session you should be able to decide whether you can and want to use video and draw up a plan to effectively produce and deploy it in your next MOOC.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
This document discusses the use of ePortfolios and web 2.0 tools to improve and showcase student learning. It defines ePortfolios as purposeful collections of student work that can be used for multiple purposes like celebration of learning, personal planning, and assessment. Web 2.0 tools like blogs, wikis and Google tools allow for interactivity and engagement in ePortfolio development. Different levels of ePortfolio implementation are described from basic collection of work to primary purposes of learning/reflection and showcase/accountability. Scaffolding reflection through tools like digital storytelling is also covered.
E ePortfolios: An Interactive Inspection of a Primary Teacher's Journey with...Jamin Lietze
This is a presentation I gave in October of 2009 at the NZ national ULearn conference. It gives an outline of the journey I have taken with ePortfolios in my classroom over the last year and includes my reflections.
Professor Gilly Salmon, CEO & Principal Consultant at Education Alchemists Ltd.
Now and next: Adult education and training in a post-pandemic world. How we can grasp the disruption and turn it into a sustainable and valuable way forward.
Portfolios allow students to collaborate, reflect on their work, and showcase their learning. Google Docs provides tools to develop e-portfolios that foster collaboration through shared documents, comments, and revision histories. Students can include various media like videos, images, and maps to tell the story of their learning. Teachers can use portfolios for formative and summative assessment by having students reflect on artifacts and receiving feedback through comments in Google Docs.
The impact of video becoming mainstream across the whole UCL campusClive Young
Video has become mainstream across the University College London (UCL) campus over the past decade. Initially, lectures were simply recorded for students to access online (lecture capture). However, UCL has increasingly focused on using video in pedagogically innovative ways to engage students. Staff now create online video lessons, screen recordings, and flipped classroom models. Students also produce and interact with videos. UCL aims to support these practices by providing training and easy-to-use video tools integrated with the learning management system. The goal is high-quality, sustainable video use that improves the student learning experience.
The document discusses the ELISE project, which stands for eLearning for in-service teacher training in Europe. ELISE included an eCourse consisting of 8 weeks and 8 modules for teacher training. The eCourse was fully online and highly structured. It also included a network of over 80 e-learning professionals who participated in conferences and articles to disseminate information. The document also discusses concepts for an e-course for in-service teacher training, including online modules, forums, group work and reflections.
The High Tech High Flex program provides a blended learning model that combines independent study, online learning, and face-to-face experiences. Students have personalized learning plans and receive significant individualized time with teachers each week. A typical day includes small group activities, one-on-one coaching, online classes, independent work, and connection encounters on weekends focused on college, career, and community.
This document provides an overview of module 1 of a course on learning with emerging technologies. It discusses 4 parts: the role of change in technology, what emerging technologies are, how people learn, and the skills needed for the future. Emerging technologies are defined as technologies that are evolving, go through hype cycles, are not fully understood, and are potentially disruptive. Examples of emerging online technologies are provided like video/podcasting, digital tools, blogs/social media, and educational games. The document notes that successful learning involves learner engagement, interaction with content/facilitators/other learners, and emphasizes 21st century skills like critical thinking and adaptability over specific technical skills.
This document discusses various innovations and virtual tools used to enrich classroom communities. It describes:
1. Using a virtual environment platform for asynchronous student collaboration, noting pros like flexibility but cons like lack of preparation and device compatibility issues.
2. Organizing students into virtual groups, assigning roles, and requiring interaction with other groups' postings to encourage accountability and engagement.
3. The ongoing use of virtual environments since 2007 for meetings, presentations, and project collaboration, with selected publications on effective virtual learning environment design cited.
4. Various virtual space customizations shown, from informational areas and buildings for subjects to informal seating for discussions, showcasing flexibility despite some aesthetic limitations.
Master's Graduate Program's Use of Virtual RealityEileen O'Connor
These slides accompanied a presentation to MOOC (massive online open course) about my work in the graduate program at SUNY Empire State college integrating virtual reality into my courses and into this emerging-technology master's program
The document discusses how social media and technology are transforming business and education. It outlines current and future trends, including the increasing use of cloud-based technologies. Specific applications covered include using multimedia and YouTube in education, and social media strategies for businesses. Challenges and opportunities for education are examined, such as electronic books, mobile learning, augmented reality, and learning analytics. The role of video, file sharing, and online education tools are also addressed.
This document discusses using an "e-learning action plan" approach to guide teachers in effectively integrating technology into their teaching practice, with the goals of improving student engagement and learning relationships. The e-learning action plan approach uses an inquiry cycle focused on selecting learning outcomes, planning teaching strategies using ICT tools, implementing and tracking results. Teachers are encouraged to develop these plans in professional learning groups to support collaborative technology integration aligned with pedagogical goals.
This document discusses creating e-portfolios using Google Sites. It defines an e-portfolio as an electronic collection of a student's work and learning over time. Key aspects are student reflection on chosen work and what was learned. Google Sites is recommended for e-portfolios because it is free, easy to use, and allows for multimedia content control of viewing and editing access. The document provides templates and guidance for setting up e-portfolios and discusses how they relate to pedagogy, competencies, 21st century skills, and digital citizenship.
The Digital Practitioner - UHI VC workshop Jisc Scotland
The session provided an overview of the skills and challenges required to become an effective digital practitioner. It explored key topics such as digital literacies, technologies that support learning, and the evolving role of educators. Participants engaged in hands-on activities using tools like VoiceThread and explored case studies highlighting innovative uses of technology in academic institutions. The session aimed to provide a practical understanding of digital practitioner skills through discussion and interactive exercises.
The Digital Citizenship Project KnowledgeNet PresentationClaire Amos
The Digital Citizenship Project aims to develop a crowdsourced set of digital citizenship teaching resources. It began as a request on a discussion forum that attracted interest from over 75 educators. Modules were structured around learning outcomes, themes, resources, activities and extension materials. Resources are hosted on WikiEducator to ensure openness and sustainability. The project utilizes crowdsourcing to connect educators and arrive at better resources through collaboration. Educators are encouraged to use, contribute and adapt the resources to suit their needs and promote digital citizenship.
Connect More with peers in practice - Wrexham - Sian Edwardson-WilliamsJisc
These PechaKucha style presentations (20 slides at 20 seconds each) from attendees at the event will focus on how they have implemented digital capabilities to enhance learning and teaching at their institutions.
The document discusses learning design as a new approach to curriculum design that makes the design process more explicit and shareable. It outlines the Open University Learning Design Initiative which developed tools like CompendiumLD for visualizing designs and the Cloudworks site for sharing them. Evidence from trials showed these tools helped teachers design more effective learning activities that integrated technologies and pedagogical approaches. The initiative aims to foster more open and collaborative design through these online communities and representations.
Opening up practice and resources: Are we nearly there? presented by Allison Littlejohn (Glasgow Caledonian University), Jonathan Worth and Shaun Hides (Coventry University). This session was facilitated by Chris Pegler (Open University).
Jisc conference 2012.
This document discusses using webcasting in education. It defines webcasting and outlines features like slides, registration, polling, and chat. It explores how webcasting can be used for distance learning, continuing education, and more. Reasons to use webcasting include being inexpensive, providing easy access and reaching larger audiences. The document provides websites for creating free webcasts and aligns webcasting with education standards. It also discusses experts' views on webcasting and the benefits it can provide for teaching and learning.
EMMA Summer School - Mathy Vanbuel - Choosing to implement video in your MOOC...EUmoocs
In this session we will discuss why you should or should not use video in your MOOC. Once you have decided whether video is one of the media that you will apply in your media mix, we will look at how you can produce appropriate video yourself, in your organisation or with additional, external support. We will discuss pedagogical as well as technical and organisational issues. After this session you should be able to decide whether you can and want to use video and draw up a plan to effectively produce and deploy it in your next MOOC.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
This document discusses the use of ePortfolios and web 2.0 tools to improve and showcase student learning. It defines ePortfolios as purposeful collections of student work that can be used for multiple purposes like celebration of learning, personal planning, and assessment. Web 2.0 tools like blogs, wikis and Google tools allow for interactivity and engagement in ePortfolio development. Different levels of ePortfolio implementation are described from basic collection of work to primary purposes of learning/reflection and showcase/accountability. Scaffolding reflection through tools like digital storytelling is also covered.
E ePortfolios: An Interactive Inspection of a Primary Teacher's Journey with...Jamin Lietze
This is a presentation I gave in October of 2009 at the NZ national ULearn conference. It gives an outline of the journey I have taken with ePortfolios in my classroom over the last year and includes my reflections.
Professor Gilly Salmon, CEO & Principal Consultant at Education Alchemists Ltd.
Now and next: Adult education and training in a post-pandemic world. How we can grasp the disruption and turn it into a sustainable and valuable way forward.
Portfolios allow students to collaborate, reflect on their work, and showcase their learning. Google Docs provides tools to develop e-portfolios that foster collaboration through shared documents, comments, and revision histories. Students can include various media like videos, images, and maps to tell the story of their learning. Teachers can use portfolios for formative and summative assessment by having students reflect on artifacts and receiving feedback through comments in Google Docs.
The impact of video becoming mainstream across the whole UCL campusClive Young
Video has become mainstream across the University College London (UCL) campus over the past decade. Initially, lectures were simply recorded for students to access online (lecture capture). However, UCL has increasingly focused on using video in pedagogically innovative ways to engage students. Staff now create online video lessons, screen recordings, and flipped classroom models. Students also produce and interact with videos. UCL aims to support these practices by providing training and easy-to-use video tools integrated with the learning management system. The goal is high-quality, sustainable video use that improves the student learning experience.
The document discusses the ELISE project, which stands for eLearning for in-service teacher training in Europe. ELISE included an eCourse consisting of 8 weeks and 8 modules for teacher training. The eCourse was fully online and highly structured. It also included a network of over 80 e-learning professionals who participated in conferences and articles to disseminate information. The document also discusses concepts for an e-course for in-service teacher training, including online modules, forums, group work and reflections.
The High Tech High Flex program provides a blended learning model that combines independent study, online learning, and face-to-face experiences. Students have personalized learning plans and receive significant individualized time with teachers each week. A typical day includes small group activities, one-on-one coaching, online classes, independent work, and connection encounters on weekends focused on college, career, and community.
This document provides an overview of module 1 of a course on learning with emerging technologies. It discusses 4 parts: the role of change in technology, what emerging technologies are, how people learn, and the skills needed for the future. Emerging technologies are defined as technologies that are evolving, go through hype cycles, are not fully understood, and are potentially disruptive. Examples of emerging online technologies are provided like video/podcasting, digital tools, blogs/social media, and educational games. The document notes that successful learning involves learner engagement, interaction with content/facilitators/other learners, and emphasizes 21st century skills like critical thinking and adaptability over specific technical skills.
This document discusses various innovations and virtual tools used to enrich classroom communities. It describes:
1. Using a virtual environment platform for asynchronous student collaboration, noting pros like flexibility but cons like lack of preparation and device compatibility issues.
2. Organizing students into virtual groups, assigning roles, and requiring interaction with other groups' postings to encourage accountability and engagement.
3. The ongoing use of virtual environments since 2007 for meetings, presentations, and project collaboration, with selected publications on effective virtual learning environment design cited.
4. Various virtual space customizations shown, from informational areas and buildings for subjects to informal seating for discussions, showcasing flexibility despite some aesthetic limitations.
Socially networked learning - Empire State College - All CollegeEileen O'Connor
This document discusses factors influencing the rise of social networking and media such as distributed organizations, continuous learning, and stored intelligence. It outlines components of socially networked learning including communication, learning, process, and assessment. Specifically, it discusses communication factors like the value of text, learning through cognitive dissonance and distributed cognition, and ways to assess if social networking is effective through emerging evidence and resolutions. Finally, it poses decision points for socially networked learning and challenges the reader to develop a socially networked learning outcome around a work issue using their cell phone.
The taxi driver narrates his experience working as a taxi driver for 20 years to support his large family. He discusses how Singapore has changed from being less crowded and busy with fewer vehicles and taxi drivers in the past. He also expresses concern about his youngest daughter's behavior, sharing with a passenger who is a teacher that she has been sneaking off after school to meet foreign boyfriends at hotels rather than going straight home.
The Taximan's Story by Catherine Lim is about the knowledgeable Singlish-speaking taxi driver who makes extra money looking out for male tourists to take them to the city’s brothels. This PowerPoint contains a fun game about the elements of short story and Singapore, A trip to Singapore, the taximan's story, it's plot, characters, setting, theme, and conflict. A PowerPoint presentation for Lit102 A. Enjoy! Designed by FH Gregorio, JP Ibay, JR Jallores, and M Kim.
The Taximan's Story by Catherine Lim
From "Little Ironies-Stories of Singapore".
The story is about knowledgeable Singlish-speaking taxi driver who makes extra money looking out for male tourists to take them to the city’s brothels.
The story is dissected into the basic elements of short story. Enjoy! Welcome to Singapore!
(A report in Lit102 A by Gregorio, Ibay, Kim, and Jallores)
Virtual Reality in Online Graduate Instruction: A Seven Year OverviewAlexandra M. Pickett
This presentation highlights seven years of integrating virtual reality into online education courses to build community, share work, create virtual conferences and poster sessions, and develop collaborative projects. A new course has students beginning to design their own complex virtual environments. Suggestions on effective virtual usage to be shared too.
http://cotecommunity.open.suny.edu/group/vr
Virtual reality in graduate education - a seven year overviewEileen O'Connor
An overview of seven years working in virtual reality. Addresses the history of virtual reality teaching (since Second Life and moving into open source) and presents Dr. O'Connor's work in this field - in teacher education, K12 applications and technology education.
Using virtual locations and novel ways of networking students and addressing assignment, this instructor seeks to make course learning more sustainable.
Open Simulator Community Conference: VR in Higher Ed Eileen O'Connor
The document discusses efforts to bring virtual reality into higher education at Empire State College SUNY. It provides:
1) An overview of the timeline of initial efforts using Second Life and continued integration into courses by instructors, along with challenges faced.
2) Examples of how VR has been used in specific courses to encourage experimentation, create a sense of community, and allow modeling of best practices.
3) Discussion of moving to more open-source platforms like Kitely to allow student participation and hosting virtual residencies and think tanks to further the use of VR in education.
This document summarizes the development of a virtual presence and affinity group at ESC led by faculty. It began with initial funding for virtual world simulations. Over time, more faculty became involved and built virtual buildings and spaces for various courses and programs. As costs rose, the group formed to share resources and expertise more widely. They conducted research, events, and outreach to other campuses. The group is now moving into a second phase to explore open resources and welcome more faculty involvement in virtual learning.
This document discusses using technology-enhanced learning tools like screencasts, podcasts, and digital presentations for teaching. It outlines several learning outcomes related to examining examples of online presentation and considering their benefits and challenges. It then provides examples of how digital presentations can be used, such as for flipped classrooms, explaining concepts, providing feedback, and peer instruction. Finally, it recommends some specific tools for creating digital content and suggests an activity for participants to make a screencast or podcast.
Outcomes from JISC Anytime Learning Literacies Environment (ALLE) projectjisc-elearning
Whilst there is a wealth of experience across the sector in supporting digital and information literacies with our learners, it is often dispersed and difficult for students most in need to access at the appropriate point in their studies. They need the very skills they are searching for before they can find them. Using the LLiDA findings (http://www.academy.gcal.ac.uk/llida/) our response was the development of a digital learning literacy environment (http://alle.uwl.ac.uk/).
The literacy environment is comprised of a series of learning objects organised in three parts: the Academic Journey, the Library Learning Journey and Digital Tools for Learning. The literacy environment has been used and evaluated by over 200 first-year business students (http://hermes.uwl.ac.uk/learnerjourney/).
As well as creating new resources, existing interactive materials customised for generic reuse were brought together in a cohesive and structured framework enclosed in a wraparound shell (http://www.glomaker.org/). We will share how we made effective use of ‘best’ pedagogy knowledge and resources to maximise OER potential.
The document discusses critical thinking and its importance in the 21st century. It describes critical thinking as clear, reasoned judgment and the ability to thoughtfully evaluate information. The document also provides examples of how technology can be used to develop critical thinking skills in students, such as through robotics, digital imaging, podcasting, and webquests. It emphasizes that critical thinking is a key skill for navigating the modern, digital world.
The document discusses using virtual environments like Second Life to build community among teachers, with activities including meetings, presentations, and poster sessions. It recommends continued support for the virtual islands in Second Life and OpenSims over the next two years, and developing a task force within the college's Office of Information Technology to guide the integration of virtual environments into academic programs and research.
Faculty at Empire State College / SUNY share ways they use innovative technologies to build community and they share how they have worked to support each other's efforts.
This document discusses a session about using virtual classrooms, blogs, and Learning and Evaluation Files (LEFs) to support teaching in Integrative Project (IP) classrooms. The session aims to explain how these tools can both support and enrich the use of LEFs for teachers and students. Examples of existing virtual classrooms are provided, and directions are given for publishing blog posts. A video about monitoring the learning process is also referenced. Benefits discussed include increased interactions, improved organization of student work, and support for collaborative learning. Models of virtual classroom organization and uses of blogs are outlined.
Educational Simulations in Second Life for Fashion Technology StudentsElaine Polvinen
The document summarizes an educational simulation project in Second Life for fashion technology students. The goals of the Virtual Fashion Project were to introduce students to collaborating on various aspects of fashion product development in a 3D virtual environment. Students learned skills like organizing virtual fashion exhibits and producing a virtual fashion show. They gained experience with 3D modeling, texturing, and presentation techniques. While some aspects of Second Life were initially difficult, students enjoyed the creative aspects and seeing what they could design and produce virtually. The project provided an open-source way for fashion education programs to teach specialized 3D conceptual skills.
Lecture capture: lessons and future directionsClive Young
This document summarizes lecture capture use at University College London (UCL) over 7 years, identifies pedagogical considerations and opportunities, and discusses future directions. Key points include: lecture capture is now mainstream at UCL with over 2000 recordings per term; while originally meant to address student demand, it also drives traffic to the online learning platform and builds media capacity; however, the "lecture capture" label fails to capture its disruptive potential, and focusing on pedagogy and active learning is important for quality and sustainability. The future includes more tools and training for student input and integration of lecture capture into courses.
This document discusses virtual classrooms (VCR) and their key components and uses. It describes a VCR as a simulated online classroom that allows for distance learning. The main components of a VCR are identified as students, a shared learning environment, and functioning tools like a whiteboard, chat, and polling. Common classroom activities that can be done in a VCR are also outlined, such as discussions, teamwork, and resource sharing. Potential benefits of VCRs include cost-effectiveness, global reach, and accessibility. The document concludes by discussing goals of developing VCR technology further.
Bringing together internal and external students on Blackboard - Brett Fyfiel...Blackboard APAC
With the recent redevelopment of postgraduate courses in project management for the School of Civil Engineering and the Built Environment, new challenges were faced to make units more inclusive of a variety of enrolment preferences. The short term ambitions for the courses included developing units that are delivered both facetoface, and entirely online and have the potential to be scaled to meet the growing demand for continuing professional education. To ensure that students could join either facetoface or online offerings of the same units, the implementation team brought internal and external cohorts together on the same unit sites on Blackboard. The units are currently under evaluation but some early learnings may provide insight into new approaches to blended learning, and how these approaches have facilitated new ways of teaching and learning through tentative academic culture change.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Lecture capture in your toolkit: building digital media into course design Clive Young
Dr. Clive Young, University College London
Keynote for TILT eLearning showcase 2016-17: Innovating design and delivery
Date: Wednesday 14 December 2016
Nottingham Trent University
Connecting Classrooms through Global Projects and Project Based LearningKim Caise
This session featured ways to use web conferencing, gamification and mystery adventure quests to connect with other classrooms synchronously and asychronously around the globe.
This document discusses an online course on web-based learning. The course objectives are to expose students to knowledge and competencies around different uses of information and communication technologies globally, with a focus on new web-based learning methods. It will provide hands-on experience with web 2.0 tools and allow students to analyze their own web usage. Throughout the course, students will work on collaborative projects using web technologies to benefit diverse learning communities. The document outlines various tools that will be introduced and used in the course, such as content and file management, collaboration, and productivity tools.
AVATAR is a two year European Multilateral project under the Lifelong learning programme 2007-2013, Sub programme Comenius aimed at teaching secondary school teacher to use virtual worlds in education.
AVATAR multi-actors include seven organizations from six EU countries: (Coordinator) Consorzio FOR.COM (Italy), FH Joanneum University of Applied Sciences (Austria), Burgas Free University (Bulgaria), University of Southern Denmark (Denmark), Universidad Nacional de Educaciòn a Distancia (Spain), University of Hertfordshire Higher Education Corporation (UK), SOPHia In Action Consulting (Italy)
For more information see http://www.avatarproject.eu
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SUNY CIT 2015 - Immersive Virtual Environments & Open Source
1. PLANNING AND DESIGNING IN NEXT-GENERATION
VIRTUAL REALITY: LESSONS LEARNED WITHIN AN
IMMERSIVE COURSE ENVIRONMENT
▪ With the advent of open source in virtual reality, the process of planning and
designing in virtual reality has taken new dimensions. Moving beyond the costs
and constraints of Second Life, students in an immersive practicum course planned
and then designed their own virtual reality islands or events. This presentation will
share the work of the students and will consider the challenges and victories that
emerged – from the perspective of the students and the instructor.
▪ By: Eileen O’Connor, Irene Cruz, Al Ritondo, Marjorie Thompson, Terri Worman
▪ Agenda: Background on virtual; movement to open-source; general course
info; explanations from students themselves
Presented May 2015
2. Ways to procure your own virtual
experiences
Virtual Usage Approaches (join
communities)
Second Life / Active
Worlds / other providers
Rent
islands
Get
advanced
avatar w/
small land
Sharecrop
/ field trips
Or, get Open Source
(code from SL)
Stand
alone or
hypergrid
Types of
viewers
Try on your
computer
4. New providers are emerging; lower
cost, more features . . .
stability?
http://www.kitely.com/
http://www.dreamlandmetaverse.com/
5. What changes has open source allowed?
• A larger, more cohesive framework for complex designs
• A location where students could have ownership and control over an entire
process / learning by reading, watching, doing, testing, sharing
• A framework that allowed students to develop projects for others beyond
themselves and their direct work /school experience
• Greater sophistication in the work that emerged – from limited applications/all
move towards things they would like to see that were not feasible in their
current environment/students came with expertise and content areas
• A more comprehensive and applied understanding of a complete learning
environment
• Freed from the constraints of “reality” – but held to a standard of sense-
making, application, quality
• Something that could be saved and used later – entire island downloads
6. Why virtual? And, what can you REALLY do?
• Students could now develop an entire “concept” for an education
/ communication / interaction environment
• The bi-weekly meeting were about real events and designs – not
just simple widgets and whirly-gigs
• Students visited and share each others design ideas
• Students could envision an entire
process or project – and create a
starting point that they could
continue to develop
Design, immersion & conceptual
framing became a reality
7. What was the process of learning & community
building? – working together in comfortable settings
• Meeting and sharing
• Ideas / technologies eventually, articulating a large and visionary
instructional purpose within the space
• Framing theoretical papers were produced by each student
• Work in progress and “homework” via video (Screencast-o-matic)
8. Working within the individual students ideas and
conceptualization / visiting their works-in-progress
– not just the once-removed, abstraction of writing
• Moving toward pilots and learner
testing in the second course
9. Visiting each others “visualizations” and the
approaches & skills they were developing
10. Fascinating projects emerged – the experience,
talents, desires of the students emerged
And, all of these
could be saved onto
their computer at
the end of the
semester for later
implementation
20. “The Beginner’s Guide to Second Life: Explanation &
Exploration”
In anticipation of our own future virtual mini-
conference and in consideration of individuals who
want to attend the conference but are new to virtual
worlds, my next steps are to create this five-part
series – a tutorial project that will take adult
newcomers to Second Life through a structured, yet
experiential adventure that will have them build
knowledge, acquire skills, and gather badges along
the way.
22. VIDEO PRODUCTION WORLDVisitors will experience a
professional TV Studio, learn about
different production topics in the
amphitheater, learn indoor and
outdoor lighting techniques, have
hands-on with camera jibs and
dollies, test their new-found
knowledge at different shooting
locations, and enjoy the gift shop.
A Virtual 3D Island Where Video Production Skills Are Learned and Practiced
INDOOR LIGHTING WELCOME BOOTH TV STUDIO
23. AL RITONDO HAS BEEN IN VIDEO
PRODUCTION FOR OVER 35 YEARS
Awards:
WEVA Creative Excellence Awards
Telly
Communicator
Vision
WEVA Hall of Fame
Video Producer/Director
Teacher
Podcaster
Awards Judge
Learners on Video Production World are mainly
novices to video production, and would like to receive
an immersive crash course in the tools, skills, and
strategies to achieve a finished, professional corporate
video for their company or client.
24. STILL TO BE DONE
Still need a technical semester to work out and program all the
“physics” and technical requirements such as:
•Functioning lights that act like real lights
•Reflectors that bounce light from the in-world sun
•Boom arms that act normally with counter weights
•In-World camera sending images to In-World screens
•Learn programs like SketchUp and Blender
Also need a semester to develop curriculum, training tutorials,
assessments and website, culminating in a two-cohort pilot launch
of video pros and video novices.
25. ESOL/ELL Learning
Site in Kitely
CREATED AND PRESENTED BY IRENE T. CRUZ
ELL / ESOL (English learners) support –
https://www.youtube.com/watch?v=0bk7kUlfOkI
26. Criteria for Mini-pilot Framework
Theoretical Framework established:
The Theoretical Framework was comprised of a condensed pilot
and study of the outcomes of an ESOL/ELL Learning Site. The
ESOL/ELL Learning Site was created to enable adult learners in the
practices of immersive and authentic learning within a VLE (Virtual
Learning Environment).
Steps involved in this process:
Documented steps in designing a VLE.
Learners creating an Avatar and it’s function within the VLE
(Virtual Learning Environment)
What types of learning benefited the learners?
27. Creating an immersive learning environment
Initial Set-up in
Kitely
Choosing an island
and it’s design
plan
Decisions,
alterations, on the
design plan for
effective
immersive
learning.
28. Connecting the Design to the Learning
Learning Styles considered in the Design
This framework follows through with the use of learning by exploring, collaborating,
being, building, championing, and expression. (Lim, KennethY.T., 2009)
Collaboration of ideas within English Skill Sets.
Design Principles applied to the rendering of thisVLE.
Within this piloted framework, two of the principles that I focused on were; Contiguity
Principle and the Redundancy Principle. (Clark R.C., Mayer, R.E. 2011).
Contiguity Principle – evident in the graphics and text that are balanced for the learners to
easily understand. The Redundancy Principle - repetitious use of learned information for
compounded learning effect.
Signage for easy
transition
Welcome Center with Documented How-To’s
29. Future Considerations and Queries
regarding the implementation of VLE’s
Queries
Viable option for educational benefits – depends largely on financial sources to support cost of
programs.
Ethical and Moral Issues that must be addressed with learners.
Excellent resource of educational connection for learners from all over the world – anytime/day.
Issues with technical availability for learners and level of computer’s successful outcomes
Future Consideration:
Potentially incorporated with existing ESOL/ELL Learning Sites withinVLE’s and MOOCS.
Potential to be converted to corporate training site for ESOL Speakers who require additional hands-
on English skills to improve their job performance.
Incorporated with children’s programs and existing Online Schooling.
30. References:
Ackermann, Edith Dr. (April 30, 2010). Playful Inventions and Explorations: What's to be Learned from Kids? Retrieved from
http://www.youtube.com/watch?v=l3jI19vR5bI
Algere, D., Backstrom, A., Clayton, J., Cotton, K., Davis, C., and Fleszczynski, C. (2012). Instructional Design Trends Investigation. Retrieved
from
https://view.officeapps.live.com/op/view.aspx?src=http%3A%2F%2Fkriscot38.weebly.com%2Fuploads%2F2%2F1%2F6%2F9%2F21693500
%2Ftrends_invstigation_learning_team_project.docx
Antonacci, Dave, DiBartolo, Salli, Edwards, Nancy, Fritch, Karen, Murch-Shafer, Rick. (2008) The Power of Virtual Worlds in Education: A
Second Life Primer and Resource for Exploring the Potential of Virtual Worlds to Impact Teaching and Learning. Retrieved from
http://www.angellearning.com/products/secondlife/downloads/The%20Power%20of%20Virtual%20Worlds%20in%20Education_0708.pdf
Designboom - SecondLife. (2010). Designing a Second Life. Retrieved from http://www.designboom.com/contemporary/secondlife.html
Caillois, Roger. (2001). The Definition of Play and the Classification of Games, Retrieved from
https://moodle.esc.edu/pluginfile.php/947064/mod_resource/content/3/caillois.pdf
Clark R.C., Mayer, R.E. (2011). E-Learning and the Science of Instruction. John Wiley & Sons; San Francisco, CA
Cheong, P.H., Dutton, W. H., Namkee P., (2014). The Social Shaping of a Virtual Learning Environment: The Case of a University-wide
Course Management System. Retrieved from www.ejel.org/issue/download.html?idArticle=317/
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.101.1869&rep=rep1&type=pdf
Cudworth, Ann. (2014).Virtual World Design - a trailer about the book. Retrieved from https://www.youtube.com/watch?v=GV1J9QWwVOw
Hyperreality. (2014). Hyperreality. Retrieved from http://en.wikipedia.org/wiki/Hyperreality
Ilyas, Mareena, Kelly, Oriel. (2011).Let’s talk - providing virtual ESL learning support from a distance. Retrieved from
http://www.ascilite.org.au/conferences/hobart11/downloads/papers/Ilyas-concise.pdf
Jones, D. E. (2006). I, Avatar: Constructions of Self and Place in Second Life and the Technological Imagination. Journal of Communication,
Culture and Technology. Retrieved from http://moodle.esc.edu/mod/resource/view,php?id=663024.
Lim, Kenneth Y. T. (April, 2009). The six learnings of Second Life: A framework for designing curricular interventions in-world. Source
Journal of Virtual Worlds Research, 2(1), 3-11. Retrieved from https://repository.nie.edu.sg/bitstream/10497/15413/1/JVWR-2-1-3_a.pdf
Macedo, Angelina, Morgado, Lina. (2014). Learning to Teach in Second Life. Retrieved from http://www.eden-
online.org/contents/conferences/OCRCs/Porto/AM_LM.pdf
Nelson, B., & Erlandson, B. (2012). Design for Learning in Virtual Worlds. New York: Routledge.
Science Clarified. (2014). Which World Is Real? The Future of Virtual Reality. Retrieved from
http://www.scienceclarified.com/scitech/Virtual-Reality/Which-World-Is-Real-The-Future-of-Virtual-Reality.html
Varli, Ozan. (2009). An Exploration of Three-Dimensional (3D) Virtual Worlds through ESL/EFL Teachers’ Perspectives in Second Life
Retrieved from http://home.ku.edu.tr/~ovarli/docs/Master's%20Thesis.pdf
32. Sculpture Island is a virtual reality island dedicated to exploring the interface between art in reality and art in virtual reality. It has outdoor
park areas and interior gallery spaces to develop art in a simulated controlled environment.. There is also an opportunity to create
landscaping.to further visualize how art will interact with architecture, landscaping and people as they use public and private spaces.
33. Sculpture Island gives visitors the opportunity to view art in a 3-D space from different perspectives. People from all over the world can visit an art
installation. Virtual reality would be useful in creating models of art installations, for feasibility studies of public art and proposals for public and
private clients.
34. Sculpture Island has many sculptures which were created with 3-D modeling, exploring the interface of technology and art. There will be information
about intellectual property information. There will also be information about creating art through traditional methods such as casting and mold making.
35. Examples -- students sharing their work
• Virtual tutoring - https://www.youtube.com/watch?v=RhmnGi-8VxI&feature=youtu.be
• ELL / ESOL (English learners) support – https://www.youtube.com/watch?v=0bk7kUlfOkI
• Healthcare training - https://www.youtube.com/watch?v=lDRDMMUZ2sw
• Art teaching & design - https://www.youtube.com/watch?v=36RrsY9aiuM
• Video Production - https://www.youtube.com/watch?v=kfpWLVImKUc&feature=youtu.be
• Conference Planning - https://www.youtube.com/watch?v=1yBI0bIGBto
• Theater set design - https://www.youtube.com/watch?v=0JBp4rMIoXo
• Biology for middle school - https://www.youtube.com/watch?v=aEML-r94xwo
• A science lesson built within a complex island design framework -
https://www.youtube.com/watch?v=kiNzhaM7siI
Editor's Notes
Since early efforts with Second Life and higher education, starting around 2007, educators, staff, and students have been engaged and challenged by working within immersive, complex virtual environments. However, with the advent of open-source virtual reality in 2010, more options for development have surfaced. During this presentation, the instructor and students will bring forth their work in developing virtual-reality islands and events and in creating the plans and the practices necessary for designing virtual environments to meet the needs of each students’ intended audience. Within this online environment, students moved from exploring virtual possibilities, to articulating their own “vision,” to eventually creating their own islands or professional events. Learning often in an experiential way, students struggled with the complex technologies; shared ideas and island visits with colleagues in the class; wrote papers that delineated their design philosophies and implementation approaches; considered resources and supports they would need for their intended audience; and, constructed, deconstructed, and built-again their virtual environments. Throughout the course, the documented their considerable efforts using both video and narrative.
During the presentation, the students and the instructor will address the process of planning and designing that emerged from their work during the semester -- some students will show their actual work. In the relatively-unchartered waters of instructional design in complex virtual-reality environments, these unique stories are starting to suggest new ways to approach the challenges of designing virtual environments and someday bringing to fruition the promise these environments have offered for some time.
The field of virtual reality was initially limited to virtual providers – Second Life and Active Worlds being the key players. When Second Life opened the source code to developers, many new options began to emerge. You can now (with some talent, drive, and tolerance for testing-environments) develop your own virtual worlds that could simply reside on your own computer or could be networked to an audience that you invite. You now run into more choices if you are running your own virtual realities.
These new vendors are making it easier to create your own islands, without having the heavy burden of knowing your own coding