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Sebastian Kelle – Open University of The Netherlands Tanja Kohn – University of Innsbruck
<ul><li>virtual worlds and how they can be used for learning </li></ul><ul><li>How the whole thing is being enhanced by th...
<ul><li>Definition: </li></ul><ul><li>virtualized representation of the user to other users </li></ul><ul><li>collaborativ...
<ul><li>used for describing game elements </li></ul><ul><li>can be used for adding „game“ characteristics to a learning sc...
<ul><ul><li>key topic for foundation of „larger“ range of content access </li></ul></ul><ul><ul><li>many Web pages and too...
<ul><li>language learning in virtual environments </li></ul><ul><li>different styles of learning, and different languages ...
<ul><li>for example: Think about the (virtual) language learning role-play scenario: „Job interview“. </li></ul><ul><li>Yo...
<ul><ul><li>initiatives like OLPC, Classmate PC, etc. are on the rise </li></ul></ul><ul><ul><li>technologies enter new ma...
<ul><li>technological dimension </li></ul><ul><ul><li>infrastructure </li></ul></ul><ul><ul><li>technology and Internet ac...
S. Kelle & T. Kohn Miguel showing the hardware of the Laptop XO
Neighbourhood - sharing Home Group -  inviting
Shancayan /Ancash 88 laptops; 6 classes, 5 teachers, 1 director, 1 caretaker Laborpampa /Ancash 14 laptops; 4 classes, 1 t...
S. Kelle & T. Kohn
S. Kelle & T. Kohn
<ul><li>How is the learning environment like? </li></ul><ul><li>Who uses the technology? </li></ul><ul><li>Who teaches wit...
<ul><li>for example: Think about the virtual language learning role-play scenario: „Job interview“. </li></ul><ul><li>You ...
<ul><li>form groups </li></ul><ul><li>group participants roles: </li></ul><ul><ul><ul><li>users (What do I think? What do ...
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Virtual (gaming) environments - cultural issues and opportunities

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Virtual (gaming) environments - cultural issues and opportunities

  1. 1. Sebastian Kelle – Open University of The Netherlands Tanja Kohn – University of Innsbruck
  2. 2. <ul><li>virtual worlds and how they can be used for learning </li></ul><ul><li>How the whole thing is being enhanced by the „gaming“ factor? </li></ul><ul><li>cultural dimensions, key problems </li></ul>S. Kelle & T. Kohn
  3. 3. <ul><li>Definition: </li></ul><ul><li>virtualized representation of the user to other users </li></ul><ul><li>collaborative or competitive (or both) </li></ul><ul><li>enabling social interaction </li></ul><ul><li>real-time: linear or dynamic </li></ul>S. Kelle & T. Kohn
  4. 4. <ul><li>used for describing game elements </li></ul><ul><li>can be used for adding „game“ characteristics to a learning scenario </li></ul><ul><li>examples: </li></ul><ul><ul><li>roleplaying </li></ul></ul><ul><ul><li>social interaction </li></ul></ul><ul><ul><li>shared resources </li></ul></ul><ul><li>pattern link: http://www.texec.com/patterns/collection/index.htm login: winterschooler passwort: winterschool </li></ul>S. Kelle & T. Kohn
  5. 5. <ul><ul><li>key topic for foundation of „larger“ range of content access </li></ul></ul><ul><ul><li>many Web pages and tools are in English but 43% of Web users do not speak English (Worldlingo, World language statistical facts, URL: www.worldlingo.com/en/resources/language_statistics.html, viewed 2009-01-30) </li></ul></ul><ul><ul><li>making use of virtual elements (streaming media, location independence, collaboration spaces) </li></ul></ul><ul><ul><li>or reuse of learning resources: adaptation (presentation, navigation) (Brusilovski 2001) </li></ul></ul>S. Kelle & T. Kohn
  6. 6. <ul><li>language learning in virtual environments </li></ul><ul><li>different styles of learning, and different languages </li></ul><ul><li>short demonstration … </li></ul><ul><li>www.talkademy.org </li></ul>S. Kelle & T. Kohn
  7. 7. <ul><li>for example: Think about the (virtual) language learning role-play scenario: „Job interview“. </li></ul><ul><li>You are applicant at the “Monster Winterschool” – formerly known as TENCompetence Winterschool - for a job as a researcher. </li></ul>S. Kelle & T. Kohn
  8. 8. <ul><ul><li>initiatives like OLPC, Classmate PC, etc. are on the rise </li></ul></ul><ul><ul><li>technologies enter new markets, new local contexts, new social contexts </li></ul></ul><ul><ul><li>technologies need: </li></ul></ul><ul><ul><li>adequate infrastructures </li></ul></ul><ul><ul><li>to be maintained </li></ul></ul><ul><ul><li>to be used </li></ul></ul><ul><ul><li>to be integrated into curricula </li></ul></ul>S. Kelle & T. Kohn
  9. 9. <ul><li>technological dimension </li></ul><ul><ul><li>infrastructure </li></ul></ul><ul><ul><li>technology and Internet access </li></ul></ul><ul><ul><li>maintenance </li></ul></ul><ul><li>cultural dimension </li></ul><ul><ul><li>language </li></ul></ul><ul><ul><li>local and social context </li></ul></ul><ul><ul><li>interaction </li></ul></ul><ul><ul><li>religion </li></ul></ul><ul><ul><li>didactic </li></ul></ul><ul><li>previous knowledge dimension </li></ul><ul><ul><li>computer literacy </li></ul></ul><ul><ul><li>competence </li></ul></ul>S. Kelle & T. Kohn
  10. 10. S. Kelle & T. Kohn Miguel showing the hardware of the Laptop XO
  11. 11. Neighbourhood - sharing Home Group - inviting
  12. 12. Shancayan /Ancash 88 laptops; 6 classes, 5 teachers, 1 director, 1 caretaker Laborpampa /Ancash 14 laptops; 4 classes, 1 teacher Carhuac /Ancash 30 laptops 4 classes, 2 teachers Arahuay /Lima 120 laptops old version (1st and 2nd grade) new version (3rd-6th grade) 6 classes, 3 teachers, 1 director
  13. 13. S. Kelle & T. Kohn
  14. 14. S. Kelle & T. Kohn
  15. 15. <ul><li>How is the learning environment like? </li></ul><ul><li>Who uses the technology? </li></ul><ul><li>Who teaches with the technology and what background do teachers have? </li></ul><ul><li>???? </li></ul>
  16. 16. <ul><li>for example: Think about the virtual language learning role-play scenario: „Job interview“. </li></ul><ul><li>You are applicant at the “Monster Winterschool” for a job as a researcher. </li></ul><ul><li>The “Monster Winterschool” is located on an iceberg near the north pole. You work on-site, so you have poor infrastructure. Most of your colleagues work from home or in a warm and nice cruise ship. </li></ul><ul><li>Come up with game patterns that would enhance the job interview scenario so it helps learning. Mind the Infrastructural conditions. </li></ul>S. Kelle & T. Kohn
  17. 17. <ul><li>form groups </li></ul><ul><li>group participants roles: </li></ul><ul><ul><ul><li>users (What do I think? What do I want?) </li></ul></ul></ul><ul><ul><ul><li>developers (How can I realize the wishes of the users?  patterns on cards) </li></ul></ul></ul><ul><li>poster: What do we want?  finding solutions/problems </li></ul><ul><li>discussion of solutions between groups regarding users and developers </li></ul><ul><li>pattern link: http://www.texec.com/patterns/collection/index.htm login: winterschooler, passwort: winterschool </li></ul>S. Kelle & T. Kohn

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