The document discusses the benefits and challenges of using 3D virtual worlds across different disciplines, including 3D visualization, a sense of presence and place, community building, and immersion. It also examines the challenges of usability, training needs, technical requirements, sustainability, and perception issues. Finally, it explores virtual online learning technologies and the associated background, issues, outcomes, and lessons learned from implementation.
This document summarizes Mark Atkinson's presentation on using Second Life to teach entrepreneurship. [1] It provides an overview of the University of Wyoming SBDC's entrepreneurship programs and their project to develop virtual world classes in Second Life. [2] It discusses theories of social presence and how virtual worlds can cultivate interactive learning environments. [3] The presentation evaluates initial classes on starting a business and selling online that were offered in Second Life in March 2011.
Discusses having RN nursing students use Second Life to apply theory, work with support groups, and assess/treat an avatar patient, from a conference at the from a conference at the Best Practices, Allied Health, May 7, 2008 in Renton, WA, USA.
This document discusses using 3D virtual worlds to support student learning. It provides examples of how virtual worlds have been used for education, including a space sciences outreach project where students collaboratively built planets to learn scientific concepts. Evaluation methods discussed for virtual worlds include measuring student engagement, interactions with 3D objects, and peer-reviewed student-created work. The document concludes with implications for implementing virtual worlds, such as the need for technical expertise, faculty training, and institutional support to address challenges.
This document discusses instructor presence in online classrooms. It defines instructor presence as behaviors that create social presence and immediacy. Instructor presence enhances student learning and motivation while decreasing feelings of isolation. However, it faces challenges like expectations for feedback and support. The study aimed to understand how instructors establish and sustain presence online. Interviews found that instructors construct presence through feedback, content variety, and support. They promote presence using immediacy, expectations, individualized feedback, and visible support. Instructors sustain presence as facilitators who provide structure, ownership of materials, accessibility, and engagement strategies.
Slide Deck of my presentation at the SoCal Code Camp June 23rd 2012 in San Diego
WinRT Fundamentals by Kevin Stumpf
Check out the corresponding blog post:
http://blogs.interknowlogy.com/2012/06/25/socal-code-camp-winrt-fundamentals/
This presentation was highly code and talk laden, so the deck itself might not be too useful if you haven't attended my session. However, attendees asked me to publish the slides... so there they are :-)
This document discusses the use of 3D virtual worlds for education and explores faculty perceptions of their instructional use and benefits for adult learners. It examines learning experiences across various disciplines that can be designed and implemented in virtual worlds. There are over 300 virtual worlds mentioned that can be used for educational purposes, with examples given of training spaces for subjects like history, astronomy presentations, and meetings. Potential applications highlighted include art critique, book clubs, and healthcare training. While virtual worlds provide benefits, the document also notes barriers and challenges to adoption.
This document summarizes research on the gap between research and practice in various professions including healthcare, business, education, and psychology. Across professions, common factors contributing to the gap are researchers being disconnected from practice, research not focusing on practical issues, and limited dissemination of research in accessible ways. Attempts to bridge the gap include increasing collaboration between researchers and practitioners, reviewing research dissemination, and exploring professional education to incorporate research utilization. The findings indicate the research-practice gap is a widespread issue, and highlight actions like developing evidence-based models, linking academics and practitioners, and recognizing research-informed practice.
This study examines the decision-making processes students use when deciding whether to respond to asynchronous discussion posts. The researchers conducted a survey of 21 online students. They identified 4 themes that compelled students to respond: group process criteria, leadership criteria, social criteria, and judgment criteria. They also identified 4 themes that discouraged responses: applicability criteria, judgment criteria, leadership criteria, and social criteria. The findings suggest social presence influences response decisions and collaboration depends on balancing impersonal and interpersonal online interactions.
This document summarizes Mark Atkinson's presentation on using Second Life to teach entrepreneurship. [1] It provides an overview of the University of Wyoming SBDC's entrepreneurship programs and their project to develop virtual world classes in Second Life. [2] It discusses theories of social presence and how virtual worlds can cultivate interactive learning environments. [3] The presentation evaluates initial classes on starting a business and selling online that were offered in Second Life in March 2011.
Discusses having RN nursing students use Second Life to apply theory, work with support groups, and assess/treat an avatar patient, from a conference at the from a conference at the Best Practices, Allied Health, May 7, 2008 in Renton, WA, USA.
This document discusses using 3D virtual worlds to support student learning. It provides examples of how virtual worlds have been used for education, including a space sciences outreach project where students collaboratively built planets to learn scientific concepts. Evaluation methods discussed for virtual worlds include measuring student engagement, interactions with 3D objects, and peer-reviewed student-created work. The document concludes with implications for implementing virtual worlds, such as the need for technical expertise, faculty training, and institutional support to address challenges.
This document discusses instructor presence in online classrooms. It defines instructor presence as behaviors that create social presence and immediacy. Instructor presence enhances student learning and motivation while decreasing feelings of isolation. However, it faces challenges like expectations for feedback and support. The study aimed to understand how instructors establish and sustain presence online. Interviews found that instructors construct presence through feedback, content variety, and support. They promote presence using immediacy, expectations, individualized feedback, and visible support. Instructors sustain presence as facilitators who provide structure, ownership of materials, accessibility, and engagement strategies.
Slide Deck of my presentation at the SoCal Code Camp June 23rd 2012 in San Diego
WinRT Fundamentals by Kevin Stumpf
Check out the corresponding blog post:
http://blogs.interknowlogy.com/2012/06/25/socal-code-camp-winrt-fundamentals/
This presentation was highly code and talk laden, so the deck itself might not be too useful if you haven't attended my session. However, attendees asked me to publish the slides... so there they are :-)
This document discusses the use of 3D virtual worlds for education and explores faculty perceptions of their instructional use and benefits for adult learners. It examines learning experiences across various disciplines that can be designed and implemented in virtual worlds. There are over 300 virtual worlds mentioned that can be used for educational purposes, with examples given of training spaces for subjects like history, astronomy presentations, and meetings. Potential applications highlighted include art critique, book clubs, and healthcare training. While virtual worlds provide benefits, the document also notes barriers and challenges to adoption.
This document summarizes research on the gap between research and practice in various professions including healthcare, business, education, and psychology. Across professions, common factors contributing to the gap are researchers being disconnected from practice, research not focusing on practical issues, and limited dissemination of research in accessible ways. Attempts to bridge the gap include increasing collaboration between researchers and practitioners, reviewing research dissemination, and exploring professional education to incorporate research utilization. The findings indicate the research-practice gap is a widespread issue, and highlight actions like developing evidence-based models, linking academics and practitioners, and recognizing research-informed practice.
This study examines the decision-making processes students use when deciding whether to respond to asynchronous discussion posts. The researchers conducted a survey of 21 online students. They identified 4 themes that compelled students to respond: group process criteria, leadership criteria, social criteria, and judgment criteria. They also identified 4 themes that discouraged responses: applicability criteria, judgment criteria, leadership criteria, and social criteria. The findings suggest social presence influences response decisions and collaboration depends on balancing impersonal and interpersonal online interactions.
MUVEnation held a group meeting to discuss using Sloodle, a platform that allows submitting work from Second Life directly into Moodle. Participants used examples like skybox platforms for personal teaching spaces and a brainstorming tool called BrainBoard 4.0. The meeting also covered models from Iowa State University including communities of practice and Bloom's taxonomy of learning.
This document lists healthcare training spaces at three North Carolina universities: UNC-Pembroke has healthcare training facilities, as does ECU. UNC-Pembroke is mentioned twice as having spaces for healthcare training.
This document discusses using computer simulations and 3D virtual environments to enhance collaborative learning. It describes a pilot study where students used case-based simulations in an online course. A survey found that over 70% of students felt the simulations helped achieve learning objectives and the interface was easy to use. The document advocates offering simulations in 3D virtual worlds which can provide more interactive, self-directed learning while aligning with educational theories. Challenges include resource needs, technical support, and ensuring technologies enhance learning. Careful consideration of goals, resources, and support is needed for effective adoption of these tools.
This document discusses various ways that Second Life is being used for education. It describes universities and organizations using Second Life for business classes, history seminars, science conferences, healthcare training, and creating spaces for teaching and collaboration. Examples include teaching business etiquette, Google Certified teachers collaborating, evaluating presentation tools at Harvard, and Iowa State modeling communities of practice and Bloom's taxonomy of learning.
This document summarizes interviews with faculty about managing expectations in online courses. Faculty noted that expectations around communication, the course, technology, and students' environments need to be clearly established upfront. Instructors should also provide consistent feedback and find ways to build relationships with students despite the online format. While challenges exist in meeting all students' needs online, setting shared understandings between students and faculty can help enhance the learning experience.
This document discusses 3D virtual worlds and their educational applications. It explores how they have been used across various academic disciplines like education, business, and health sciences. Some benefits identified include visualization, animation, immersion, presence, and opportunities for community engagement and student interaction. However, barriers also exist like the learning curve for users, technical requirements, usability issues, and sustainability concerns. The document examines different types of learning experiences that are possible in virtual worlds and the role of faculty as early adopters, mentors, and trainers to help integrate this technology into instruction.
Duke Healthcare Training provides lectures in Second Life on business etiquette and dining skills. Google Certified Teachers collaborate in Second Life using Google tools like Chat, Docs, and Scholar for education. Avatars Bonbon and Gloria visit simulations of Sloodle and a Harvard lecture theater to learn how virtual worlds can be used for educational presentations and tools. The MUVEnation group attends a training seminar on building and scripting virtual objects in Second Life.
The key features in the presentation are vaginal bleeding, abdominal pain and partially dilated cervix without expulsion of products of conception. This fits the description of inevitable abortion.
This document summarizes a study on the motivations of contingent faculty to teach online courses. The study found that both tenured and contingent faculty were most motivated by flexible schedules and self-satisfaction. Contingent faculty were more motivated by opportunities for career advancement and employment, while tenured faculty prioritized intellectual stimulation. The results indicate administrators should focus on building community and managing expectations to better recruit and retain contingent online instructors.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
MUVEnation held a group meeting to discuss using Sloodle, a platform that allows submitting work from Second Life directly into Moodle. Participants used examples like skybox platforms for personal teaching spaces and a brainstorming tool called BrainBoard 4.0. The meeting also covered models from Iowa State University including communities of practice and Bloom's taxonomy of learning.
This document lists healthcare training spaces at three North Carolina universities: UNC-Pembroke has healthcare training facilities, as does ECU. UNC-Pembroke is mentioned twice as having spaces for healthcare training.
This document discusses using computer simulations and 3D virtual environments to enhance collaborative learning. It describes a pilot study where students used case-based simulations in an online course. A survey found that over 70% of students felt the simulations helped achieve learning objectives and the interface was easy to use. The document advocates offering simulations in 3D virtual worlds which can provide more interactive, self-directed learning while aligning with educational theories. Challenges include resource needs, technical support, and ensuring technologies enhance learning. Careful consideration of goals, resources, and support is needed for effective adoption of these tools.
This document discusses various ways that Second Life is being used for education. It describes universities and organizations using Second Life for business classes, history seminars, science conferences, healthcare training, and creating spaces for teaching and collaboration. Examples include teaching business etiquette, Google Certified teachers collaborating, evaluating presentation tools at Harvard, and Iowa State modeling communities of practice and Bloom's taxonomy of learning.
This document summarizes interviews with faculty about managing expectations in online courses. Faculty noted that expectations around communication, the course, technology, and students' environments need to be clearly established upfront. Instructors should also provide consistent feedback and find ways to build relationships with students despite the online format. While challenges exist in meeting all students' needs online, setting shared understandings between students and faculty can help enhance the learning experience.
This document discusses 3D virtual worlds and their educational applications. It explores how they have been used across various academic disciplines like education, business, and health sciences. Some benefits identified include visualization, animation, immersion, presence, and opportunities for community engagement and student interaction. However, barriers also exist like the learning curve for users, technical requirements, usability issues, and sustainability concerns. The document examines different types of learning experiences that are possible in virtual worlds and the role of faculty as early adopters, mentors, and trainers to help integrate this technology into instruction.
Duke Healthcare Training provides lectures in Second Life on business etiquette and dining skills. Google Certified Teachers collaborate in Second Life using Google tools like Chat, Docs, and Scholar for education. Avatars Bonbon and Gloria visit simulations of Sloodle and a Harvard lecture theater to learn how virtual worlds can be used for educational presentations and tools. The MUVEnation group attends a training seminar on building and scripting virtual objects in Second Life.
The key features in the presentation are vaginal bleeding, abdominal pain and partially dilated cervix without expulsion of products of conception. This fits the description of inevitable abortion.
This document summarizes a study on the motivations of contingent faculty to teach online courses. The study found that both tenured and contingent faculty were most motivated by flexible schedules and self-satisfaction. Contingent faculty were more motivated by opportunities for career advancement and employment, while tenured faculty prioritized intellectual stimulation. The results indicate administrators should focus on building community and managing expectations to better recruit and retain contingent online instructors.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
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How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
1. 3D Virtual Worlds Across
Disciplines: Implementation
and Assessment
Sophia Stone, NC State University
Diane Chapman, NC State University
Elizabeth Hodge, East Carolina University
1
Introduction: Hello! It is great to see everyone here, we ’ re really excited to be here today. I ’ m Sophia Stone (Aphrodite Staheli) Dr. Chapman (Terpa Rossine), from NC State, and Dr. Elizabeth Hodge (Elisabet Eitleberg) from the College of Education at East Carolina University. Thank you all for attending today. Our presentation today will discuss 3D virtual worlds, and the benefits and challenges using a virtual world such as Second Life in your teaching, especially in terms of implementation and assessment of student learning. I ’ m going to give you a brief overview of my dissertation research, Dr. Chapman is going to discuss her work with virtual worlds in her classes as part of the Virtual Online Learning Technologies project at NC State, and Dr. Hodge is going to share with us how she has implemented Second Life in her teaching, and how she evaluates and assesses student learning in Second Life. We also have an exciting opportunity to Teleport to Dr. Hodges virtual classroom, for the last half of our session, and take a look at her Skylab and the innovative ways she has implemented second life in her courses at ECU. Just a quick bit of housekeeping, I wanted to talk just a minute about taking questions, and since there are three of us presenting, it will be best if you place all your questions in open chat, and we ’ ll address them as time permits If you could type the word QUESTION in all caps, and then type you question, that will help us distinguish questions from comments. When we meet up in Dr. Hodge ’ s skylab, we ’ re all going to be available for questions there as well.
Overview Well, let me begin by giving you a brief overview and some background of the work I ’ m doing in Second Life. For my dissertation research, I am interviewing instructors at area universities, both public and private, who are using Second Life in their teaching. My study is a qualitative case study, so I ’ m able to spend some time with these instructors, and learn about the benefits and challenges that come with using virtual worlds in teaching, specifically in the area of strengths and limitations to teach adults. My research has taken me to meet with faculty who teach in a variety of discipline areas, such as the sciences, education, management, and other humanities areas, and to learn about their use of virtual worlds as an instructional tool, the types of educational experiences made possible in virtual worlds, and considerations for teaching adult learners. Instructors are giving careful thought to the strengths and limitations this environment presents for students, and none of the instructors I interviewed integrated SL without a lot of careful planning, preparation, and learning on their own time. Not to deter you from pursuing this in your teaching, but some instructors have reported as much as 6 months learning time, depending on the design complexity of the learning experience. Most of the instructors had earlier facility with technology and all had prior online teaching experience, ranging from several years to 12 years exp. As many of us will agree, there is great potential using Second Life as an educational tool, but the road is not always smooth sailing, especially if there are non-traditional learners in the group. I want to share with you briefly the benefits, challenges and insights I ’ ve gathered through my experience. Here is a list of what instructors comment on most frequently, in regards to teaching benefits, and challenges.
3D visualization Yesterday there was a great presentation on data visualization. For DL students enrolled in discipline areas such as science, the 3D visualization in virtual labs is a significant benefit, as it allows instructors to offer similar educational experiences to students in the online course, as the traditional F2F course option, something DE science instructors have struggled with for a long time. --Users can manipulate data three-dimensionally, 3D visualization, great for science --Enhances student engagement esp. with content that has strong visualization requirement --Great for science disciplines which require lab work—science instructors always struggle with the lab requirement and how to best deliver that to distance learners --Ability to assess student learning of concepts, esp. with 3D modeling capabilities “ I can really get in their heads and see what is going on…. ” “ It ’ s the 3D visualization, which is so important in science. ” [3D visualization] Presence --Synchronous interaction with multiple users, serendipitous moments, a real sense of presence “ It ’ s definitely the sense of presence. That is the appeal for distance learners. ” Sense of place & Community Instructors appear to be very certain of the value of SL for creating a college experience for DL students, and for creating a sense of community for DL students, for those who are enrolled in online degree programs and would otherwise never come to campus. It is this community participation, which is central to authentic learning. “ Students experience rich, discussion based gatherings and they can reflect and synthesize material, with a sense of place lacking in other environments. ” [Place] Immersion --SL captures key elements of: 3D, visualization, synchronous, audience, community “ Virtual worlds are immersive, you are there, in the moment. But, it takes a real skill and sensibility to build immersive learning experiences. ” [Immersion] Audience For instructors who use this as a supplement to teaching in their F2F class, they enjoy providing their students a learning experience that extends the boundaries of the physical classroom. This involves creating assignments and projects that require exposure and community interaction among many SL communities. In addition, if an instructor is seeking a large audience for his/her course, SL provides that audience, for public presentations, research projects-- truly expanding the virtual classroom in a synchronous, and persistent online environment. --Large and extensive audience for student project work --Project scope can be expanded outside virtual class space, a real-world feel “ People don ’ t want to learn on their own. They want to learn from others. They want to be part of an audience. For distance learners, Second Life offers that hands down. ” [Audience]
Usability and Interface - “ Some students will shut down and never acclimate to Second Life ” “ Second Life is very good for teaching concepts, but it is very difficult for adult learners, especially those not familiar with this interface. ” [interface] Training/learning curve --Skills mastery/competencies --Faculty development, start up time “ Second Life is not intuitive enough for new users and I don ’ t have the time to train students on how to use it. The cost benefit ratio is too high. ” [ lack of intuitive interface = high cost benefit ratio] “ The gestures, animations, and poses assumed by a student ’ s avatar doesn ’ t enhance the instructor-student communication experience. These visual cues are not necessarily enhancing the quality of communication. ” Technical requirements Esp. graphics card, you need a high end card “ Instructors need to be aware that there are significant issues with requiring Second Life in your course, and requiring it of all students. Some students will simply shut down. The learning curve and technical requirements are significant considerations. ” [training and learning curve] Sustainability --sustained costs, time, personnel, and available resources Perception “ The teaching functionality is not there ” --Assessment of student ’ s work: separate grading on content, verses SL skills --How much is SL really contributing to additional learning of course content? --Very high cost/benefits ratio --Assessment/Evaluation --Teaching functionality “ Social learning: I ’ m not sure how to assess the sense of mastery they gain from social learning, I ’ m not sure Second Life is worth much in additional learning. ” [Assessment]