Traditionally, the selection and development of settings for compulsory schooling has been the responsibility of educators rather than of pupils. Research in Second Life demonstrates that young people are well able to take an active role in developing their learning environment. Applying these findings to a real-world setting provides a means of empowering pupils to make their school experience more attractive, inclusive and enjoyable.
There has been a gradual move towards learner consultation in relation to their learning experiences. This can be seen as developing from a rights perspective in which learners, particularly young people, have a right to be involved in decisions affecting their lives (Morgan, Gibbs, Maxwell, & Britten, 2002). That their voices should be heard is enshrined in the United Nations Convention on the Rights of the Child. More recently, in the UK, the importance of gaining young people’s perspectives in this context has been formalised in government publications such as ‘Every Child Matters’.
However, the status and power of young people in schools is circumscribed by the roles associated with the label ‘pupil’. People, irrespective of age or educational background, have difficulty in breaking free of expectations set up by the current school system (Sheehy & Bucknall, 2008).
The Internet provides new spaces for the investigation of ways in which young people can be empowered to take more control of their learning environments. This was one of the intentions of the Schome Park Programme, which involved teenagers from across the UK and US taking a leading role in constructing their own learning environments on the Teen Grid of Second Life (Sheehy, Ferguson, & Clough, 2010). Detailed discussion of the project took place in associated forums. The contributions of seven young learners – those who posted between 100 and 500 times in the forum – were analysed thematically with a focus on the ways in which their contributions suggested or evidenced ways of breaking down the barriers between teachers and learners.
Given the chance to develop their environment, each of these seven learners thought deeply about it from a variety of perspectives and built on their experience as learners in order to develop their virtual island. They proved to be very aware of the practicalities, the aesthetics and the ethos of the project, and they considered in a detailed way not only how the island could be used to support learning but also how they could make best use of their resources. These seven teenagers were clearly capable of taking an active part in developing their educational environment. They viewed that environment as a whole; they were concerned with overcoming problems and with improving the situation for everyone, while taking into account practical problems and resourcing issues.
These skills are equally relevant in a ‘real-world’ context, where this type of discussion is typically associated with the role of senior teachers and managers. The forum debate showed that numerous benefits are associated with engaging meaningfully in these discussions. Not only did the young people propose solutions to problems that were inhibiting the development of community and of learning, they also reflected deeply on what they and those around them were trying to achieve together. The interaction of young people in an environment mediated by the Internet thus demonstrated that young people are both interested in, and capable of, taking an active role in the evaluation and development of their learning environment.
The researcher took the findings of this project to a local school, where pupils, parents and staff were involved in the creation of a future vision of the school. The focus of adult input was on learning and teaching resources and on clear markers of attainment such as success in examinations, sport, competitions and musical performance. The children added a new perspective to the debate – they w
Gaining informed consent to use online data may involve communication by email or letter. This is an example of a briefing given to staff on a course, before consent was sought and data collected.
Gaining informed consent to use online data may involve communication by email or letter. This is an example of a briefing given to staff on a course, before consent was sought and data collected.
The integration of interaction on distance-learning coursesRebecca Ferguson
Interactive media such as email and online conferencing are increasingly used to provide distance learners with opportunities for interaction. These media are not always integrated within courses to meet the needs and objectives of students, staff and institution. In some circumstances they impede learning. This study investigates how students on distance-education courses are affected by the use of interactive media and by the levels of interaction and integration built into the course design.
Data were collected from students on two distance-learning courses at the Open University, using asynchronous email communication over several days or weeks to carry out epistolary interviews. Other sources of data were the open-ended responses from a survey of Open University students which was administered by a related study of the integration of interaction, informally known as the Mellon Project.
My study provides an evidence-based analysis of some effects of the integration of interaction on distance-education courses. It contains grounded accounts of different types of interaction on such courses. These reveal the importance of face-to-face interaction for distance students, showing how they use their daily contacts to supply face-to-face course-related interaction, and how course designers can support these strategies. The accounts also reveal students’ problems with self-presentation when using conferencing software and their exaggerated sense of the negative characteristics of themselves and others online. These accounts challenge previous assumptions that computer-mediated communication commonly results in an idealisation of the other.
The data supports seven strategies for the effective integration of interaction in distance education. Course designers are recommended to incorporate students’ reasons for communication, recognise the role of interaction in motivating students, give students control over their learning, allow time for interaction, encourage students to find mentors, utilise the affordances of the media and create positive social presence.
This material, together with appendices, made up my dissertation for the Open University's U800 course.
Part of a panel discussion at Learning Analytics and Knowledge 2014 - LAK14 - in Indianapolis.
This presentation contains the first and last sections of the panel discussion.
Thinking about giving a talk about something you love? Possibly at Skepticamp? No? Why not? Here are some reassurances, planning tips, and dos and do-nots to get you up there sharing your expertise with the world.
What if you could see through the walls of every museum and something could t...Chris Thorpe
A talk I was asked to give at Culture Hackday in London, talking about the thinking that's been going on in the latest project I'm a part of; Artfinder.
The Very Heart of It. Keynote at Urban Libraries Unite (ULU) Conference (text...Peter Bromberg
Text and slides from keynote at Urban Librarians Unite (ULU) Conference in Brooklyn, NY, April 5, 2013. Slidedeck available at: http://www.slideshare.net/pbromberg/very-heart-ofit
Bringing the Stories of the Skies to Your LibraryNCIL - STAR_Net
The 2020 Collaborative Summer Library Program, Imagine Your Story, provides plenty of opportunities to tie STEAM into your library’s summer programming, including any virtual or digital programs that your library may now be offering. The starry skies have plenty of fascinating stories to tell; all you need are resources and strategies for bringing them to life!
Join STAR Net, Christine Shupla (Lunar and Planetary Institute), and Elizabeth Nicolai (Anchorage Public Library) for this 1-hour webinar that will help you connect constellation legends and myths into your programs by learning about the stories – both fact and fiction! – of specific astronomical objects, constellations, and planetary bodies. We will also cover hands-on activities that your patrons can do at home and online platforms and digital resources that you can utilize to conduct virtual programs. This webinar will conclude with a group discussion (via chat) about how your library is pivoting for their summer STEAM programming.
Masterclass on digital anthropology and our virtual livesDoug Thompson
How have virtual worlds informed the broader culture? What can we learn about the journey of being human from the journey of adapting to a virtual society? Have the lines blurred between the digital and the ‘real’, between our avatar selves and our physical ones?
Click here to watch video
http://www.metanomics.net/show/january_31_masterclass_on_digital_anthropology_and_our_virtual_lives/
European Cultural Commons Workshop, Introductory Remarks (transcript)Michael Edson
YouTube video of this talk: http://youtu.be/VlHC0uPqdRY.
This is a transcript of a short introductory video recorded for Europeana’s European Cultural Commons workshop in Limassol Cyprus on October 30, 2012.
This session will now take place online. The session will now be led by Andrew McMillan and Kim Moore, both of whom have extensive experience working with a range of different media outlets. The session will take place as a text conversation using AdobeConnect. The session runs from 10-12.
The integration of interaction on distance-learning coursesRebecca Ferguson
Interactive media such as email and online conferencing are increasingly used to provide distance learners with opportunities for interaction. These media are not always integrated within courses to meet the needs and objectives of students, staff and institution. In some circumstances they impede learning. This study investigates how students on distance-education courses are affected by the use of interactive media and by the levels of interaction and integration built into the course design.
Data were collected from students on two distance-learning courses at the Open University, using asynchronous email communication over several days or weeks to carry out epistolary interviews. Other sources of data were the open-ended responses from a survey of Open University students which was administered by a related study of the integration of interaction, informally known as the Mellon Project.
My study provides an evidence-based analysis of some effects of the integration of interaction on distance-education courses. It contains grounded accounts of different types of interaction on such courses. These reveal the importance of face-to-face interaction for distance students, showing how they use their daily contacts to supply face-to-face course-related interaction, and how course designers can support these strategies. The accounts also reveal students’ problems with self-presentation when using conferencing software and their exaggerated sense of the negative characteristics of themselves and others online. These accounts challenge previous assumptions that computer-mediated communication commonly results in an idealisation of the other.
The data supports seven strategies for the effective integration of interaction in distance education. Course designers are recommended to incorporate students’ reasons for communication, recognise the role of interaction in motivating students, give students control over their learning, allow time for interaction, encourage students to find mentors, utilise the affordances of the media and create positive social presence.
This material, together with appendices, made up my dissertation for the Open University's U800 course.
Part of a panel discussion at Learning Analytics and Knowledge 2014 - LAK14 - in Indianapolis.
This presentation contains the first and last sections of the panel discussion.
Thinking about giving a talk about something you love? Possibly at Skepticamp? No? Why not? Here are some reassurances, planning tips, and dos and do-nots to get you up there sharing your expertise with the world.
What if you could see through the walls of every museum and something could t...Chris Thorpe
A talk I was asked to give at Culture Hackday in London, talking about the thinking that's been going on in the latest project I'm a part of; Artfinder.
The Very Heart of It. Keynote at Urban Libraries Unite (ULU) Conference (text...Peter Bromberg
Text and slides from keynote at Urban Librarians Unite (ULU) Conference in Brooklyn, NY, April 5, 2013. Slidedeck available at: http://www.slideshare.net/pbromberg/very-heart-ofit
Bringing the Stories of the Skies to Your LibraryNCIL - STAR_Net
The 2020 Collaborative Summer Library Program, Imagine Your Story, provides plenty of opportunities to tie STEAM into your library’s summer programming, including any virtual or digital programs that your library may now be offering. The starry skies have plenty of fascinating stories to tell; all you need are resources and strategies for bringing them to life!
Join STAR Net, Christine Shupla (Lunar and Planetary Institute), and Elizabeth Nicolai (Anchorage Public Library) for this 1-hour webinar that will help you connect constellation legends and myths into your programs by learning about the stories – both fact and fiction! – of specific astronomical objects, constellations, and planetary bodies. We will also cover hands-on activities that your patrons can do at home and online platforms and digital resources that you can utilize to conduct virtual programs. This webinar will conclude with a group discussion (via chat) about how your library is pivoting for their summer STEAM programming.
Masterclass on digital anthropology and our virtual livesDoug Thompson
How have virtual worlds informed the broader culture? What can we learn about the journey of being human from the journey of adapting to a virtual society? Have the lines blurred between the digital and the ‘real’, between our avatar selves and our physical ones?
Click here to watch video
http://www.metanomics.net/show/january_31_masterclass_on_digital_anthropology_and_our_virtual_lives/
European Cultural Commons Workshop, Introductory Remarks (transcript)Michael Edson
YouTube video of this talk: http://youtu.be/VlHC0uPqdRY.
This is a transcript of a short introductory video recorded for Europeana’s European Cultural Commons workshop in Limassol Cyprus on October 30, 2012.
This session will now take place online. The session will now be led by Andrew McMillan and Kim Moore, both of whom have extensive experience working with a range of different media outlets. The session will take place as a text conversation using AdobeConnect. The session runs from 10-12.
Metanomics is a weekly Web-based show on the serious uses of virtual worlds. This transcript is from a past show.
For this and other videos, visit us at http://metanomics.net.
Slides from the learning at scale special interest group of the open technology-enhanced learning research group at The Open University in the UK (OpenTEL L@S SIG) on 15 April 2024. This online event brought together lightning talks (around five minutes each) about the OpenLearn Create platform and the many projects that have been developed on the site over the past 18 years. These include: Active teaching and learning for Africa – ZEST, Carbon Literacy project, CGIAR Genebank, Climate Compatible Growth, Digital learning in forcibly displaced communities, FIFA Guardians Safeguarding in Football Diploma, Fit for Law, Foundations for Peace, Learning languages with senior learners , Learning Resources for Global Educators, Online Counselling CPD Courses, Open Networking Lab, Open STEM Africa, OpenCreate datalog analysis, Safeguarding in the International Aid sector., School of Physical Sciences Outreach , Scots Language and Culture, Skills for Prosperity Kenya, Supporting Adolescent Girls’ Education (SAGE), Tackling antimicrobial resistance, Teacher Education in Sub-Saharan Africa (TESSA), Teacher Professional Development at Scale (TPD@Scale), and Transformation by Innovation in Distance Education (TIDE)
Short talk on responsive and sustainable education futures given by Rebecca Ferguson of The Open University in the UK at ECTEL 2023 on 8 September 2023 as part of a keynote panel.
Keynote given by Rebecca Ferguson on 21 June 2023 at 'Blurring boundaries and making connections: learning with
and from one another', an
Associate Lecturer Professional Development Online Event organised by The Open University and held online.
Learning analytics - what can we achieve together.pptxRebecca Ferguson
Keynote given on 7 June 2023 by Rebecca Ferguson of The Open University in the UK at the Learning Analytics Summer Institute (LASI) organised by the Society for Learning Analytics Research (SoLAR) in Singapore.
Innnovations in online teaching and learning: CHatGPT and other artificial as...Rebecca Ferguson
Talk given by Agnes Kukulska-Hulme and Rebecca Ferguson to SciLab (a centre for pedagogical research and innovation in business and law) at The Open University, Milton Keynes, UK on Wednesday 3 May 2023.
Slides presented (virtually) by Professor Rebecca Ferguson of The Open University at the Teach4Edu4 multiplier event held in Birmingham, UK, in January 2023. This presentation formed part of a larger workshop with multiple speakers from The Open University.
Keynote on 'Pedagogies for Today' given by Professor Rebecca Ferguson of The Open University at the International Conference on Computers in Education (ICCE 2022), a hybrid conference based in Kuala Lumpur, Malaysia.
Presentation given online by Professor Rebecca Ferguson at the 4th Annual International Conference on Research and Innovation In Education held at the University of Nairobi, Kenya, on 26 October 2022.
Presentation on Innovating Pedagogy given by Professor Rebecca Ferguson of The Open University at the International Conference on Open and Innovative Education, held in Hong Kong on 13 July 2022. The presentation was given remotely.
Introduction to Learning Analytics. Slides for Tutorial 1 led by Rebecca Ferguson at the Learning Analytics Summer Institute (LASI), June 2022, hosted online by the Society for Learning Analytics Research (SoLAR) with the University of British Columbia.
Short presentation given at the 'Building Open Science and Scholarship in SoLAR' workshop at LAK22, in March 2022. It touches on aspects of open scholarship including open access, open peer review, open thinking, open research teams, open research methods and an open research environment.
Short panel presentation given by Rebecca Ferguson at the Community of Practice on Trinity Micro-credentials First Annual Event (Continuing Education with Micro-credentials), 24 November 2021, organised online by Trinity College Dublin.
A short presentation given at the Accessible Learning, Accessible Analytics VIrtual Evidence Café at the Learning Analytics and Knowledge conference (LAK21) in April 2021
'I went to a marvellous party': a manifesto for online meetingsRebecca Ferguson
Slides presented at the Computers and Learning research group (CALRG) at The Open University, UK, in March 2021. A series of provocations about how online meetings could develop, drawing on the work of Raph Koster.
This tutorial is designed for everyone with an interest in increasing the impact of their learning analytics research. It was given by Rebecca Ferguson on 22 June 2021 at the Learning Analytics Summer Institute 2021, hosted by the University of British Columbia and held virtually.
Presentation given at VIII Semana de Formação de Professores STHEM Brasil – Módulo 1, a virtual workshop run on 25 May 2021 by faculty from the Institute of Educational Technology at The Open University, UK.
Presentation by Rebecca Ferguson to Open University PGCE Students in Wales about ‘Teaching at a Distance’. Adobe Connect webinar on 11 November 2020. Translation from English by OU Wales.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Using virtual worlds to inspire and empower young learners
1. A sea of colour
Using
virtual worlds to
inspire and
empower young
learners
Rebecca Ferguson, The Open University
2. Schome
The education system
for the information age
“…maybe having a 'lived experience'
of something radically different
might help folk come up with
more creative visions…”
8. ID Posts In forum In world Forum activity
SchomerO 296 35 hours 19 hours Forum activity 7am-11pm.
Schomer P 264 42 hours 39 hours Forum activity 6am-11pm.
SchomerQ 437 37 hours 30 hours Based in USA.
Forum activity noon-4am GMT
SchomerR 228 32 hours 64 hours Forum activity 10am-11pm
SchomerS 103 21 hours 37 hours Forum activity 7am-1pm & 4pm-10pm
SchomerT 117 29 hours 1 hour Forum activity 11am-1pm & 2pm-9pm
SchomerU 421 250 hours 27 hours Forum activity 5am-8am & 10am-2pm
9.
10.
11.
12. I think that there shouldn't necessarily be a big community centre with
everything in it because then the rest of the island will be a bit empty.
However, the basic freebie store, government and meeting places
would be good. To sort out the problem of getting lost maybe we
could arrange it as you would a shopping centre, with everything
situated around one large corridor (per floor)? You'd have to make the
corridor big and the roofs - if we have any (which I think we should
because to me, a building doesn't look complete without a roof) - high
to prevent claustrophobia and the camera being blocked by objects,
but apart from that we could build it so that it takes up little space quite
easily.
Also, I would like to have the Plaza back as I was quite attatched to it
and I liked the space to just sit and chat with people.
SchomerR
13. Do we need a building on the island?
Why would we need one?
* Provide a recognisable place for people to find/contact us
* A place where people can get scripts in-world, or submit them to
us (like an inbox/outbox)
* Provide a place to hand out scripts
* Place to hold meetings
Why wouldn't we need one?
* It takes up much-needed prims
* We can host our scripts on the wiki (but this may be less
convenient)
* We need very little space - we could just one of the generic
gorernment buildings
* We could hold meetings anywhere (although, we may get
interrupted in public places)
SchomerU
14.
15.
16.
17. there was one lesson where a load of kids were messing around (as in
jumping out windows slamming doors, pushing said teacher...) Now me
and my friends as there was no way we could do the work in those
conditions decided to talk, not very loudly, just talk. So this teacher after a
while tells us to be quiet, I say, "how can we possibly work like this, why
are you focusing on us when there are people jumping around on the
desks?!?!?" He then proceeds to say, I don't like your attitude INSERT
MY NAME (make one up) and the rest of you *he points at a few of my
friends* are staying in at break. So anyway when break comes we decide
that because we have a fair argument (we weren't doing anything
compared to others) we leave. Note that the ones that we dancing on
tables have jumped out windows. So we motion towards door, teacher
notices, shouts, we run...
Following day, I get a letter in the register from him to me... It basically
waffles for ages and says something like "you're a good kid, why are you
behaving like this" and at the end says "I need you to come to a detention
after school today" So me and my friends all get similar letter. We
decided to go and check with the people who jumped out windows if they
had recieved a similar punishment...
As I'm sure you've probably realised by now… they didnt
18. lol that was fun last night:P/.
Gonna play wow [World of Warcraft] now:D
19. I don't think he's going to recognise that he's hurt a lot
of people. And unless I'm very much mistaken he just
called me a dumbass. Yet another breach of AUP and
offending yet another person. This has gone too far.
He has put a lot into schome park, but just because
someone has put a lot into something does not mean
he should be excluded from the rules everyone else
has to follow.
20. I was annoyed after anyother c*** [asterisks
added by a teenaged moderator] day at
school like it always is, I was really bored and
irritated that my spaceship's front was still not
completed and SchomerY had be sub
consiously been trying to take [a building
within Schome Park] from me (in my opinion).
21. Safety Department
•Decide whether weapons are allowed or not,
and sort out details
•Helpdesk?
•Set up a quick, easy help system for when
someone is in trouble
•Police?
•Sort out rules to do with e-assaults, threats etc
•Make everyone aware of Safety Regulations
Added bonus of a separate section for young people.
Everyone on the Main Grid should be 18 or over.
Some features of Second Life Main Grid unsuitable for children.
Area solely for 13 to 17 year olds.
Similar facilities to the Main Grid but more limited access.
More generally, as well as subject information, we were concerned with the development of skills that could be applied elsewhere
Communication, Creativity, leadership, motivation, problem-solving
And teamwork
Quickly began to work on complex projects that involved them all working together, combining skills
The chessboard, chess pieces and associated moves were developed by several people and used by many more
Students were also increasingly willing to lead sessions, while staff took a more minor role.
Students combined their own initiatives with staff initiatives
* Attended some physics sessions
* Attended an AI session, got a chatbot
* Started making by own (basic) chatbot
* Made myself a voice-activated bubble suit...very productive!
* Made myself a voice-activated hat...and alternative head...and arrow
* Participated in the regatta
* Researched video codecs in Schome Park, made a machinima page
* Joined the research group, intervied various people
* Helped build the old AI emporium
* Joined the Scripting department
Some student-led events took days to organise
Brought together their SL skills and their knowledge-age skills
Costumes, building, event coordination
Students also led formal sessions, such as their history and archaeology strand
Brought together their SL skills and their knowledge-age skills
Costumes, building, event coordination
Summary of the data for this presentation (a small selection of the vast array of data available – and analysed in other Schome publications)
Some educational establishments reproduce themselves in Second Life
That’s Ohio on the left and Princeton on the right
Buildings everywhere
Students built enthusiastically everywhere - under the sea, up in the air, inside other buildings, on top of other buildings.
They built to see what they could do, how high they could go, how big they could build.
They experimented with textures and with designs
They began to build with specific purposes in mind - fr different occasions.
They were able to explore their environment through play and experimentation
Prim count soon became an issue
Student design for the island
One contribution to Forum debate
Portion of a contribution to forum debate
Building environment themselves, to suit their own needs
Clash of F2F norms and in-world norms when a F2F group comes in world.
A report from one teenager on a recent problem with behaviour at his school (the school had no connection with Schome)