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Carol Mortensen

25 Awesome Virtual Learning Experiences Online - Virtual Education Websites | Ace Onlin... - 164 views

www.aceonlineschools.com/al-learning-experiences-online

education learning virtual

shared by Carol Mortensen on 21 Jul 11 - No Cached
  • Just because you’re online doesn’t mean that you can’t experience the world first-hand — or as close to first-hand as possible. Here are websites that feature virtual learning experiences, exposing online visitors to everything from history to geography, astronomy to anatomy, literature to government.
  • Carol Mortensen on 21 Jul 11
     
    Just because you're online doesn't mean that you can't experience the world first-hand - or as close to first-hand as possible. Here are websites that feature virtual learning experiences, exposing online visitors to everything from history to geography, astronomy to anatomy, literature to government.
  • jsummers on 22 Jul 11
     
    Virtual field trips are something I am wanting to explore this year. Thanks for posting this.
Adrienne Michetti

Where Everybody Knows Your (Screen) Name: Online Games as "Third Places" - 52 views

jcmc.indiana.edu/...steinkuehler.html

games gaming social

shared by Adrienne Michetti on 19 Nov 09 - Cached
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      This is, I think, why I'm more keen on today's social networks than I am on games -- games do not provide deep emotional support.
  • "bowling alone" hypothesis (Putnam, 2000), which suggests that media are displacing crucial civic and social institutions
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      Putnam - need to check this article. Interesting; not sure I agree.
  • ...80 more annotations...
  • According to Putnam, time spent with relatively passive and disengaging media has come at the expense of time spent on vital community-building activities.
  • The evidence to date is mixed
  • A core problem on both sides of the debate is an underlying assumption that all Internet use is more or less equivalent
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      SO True
  • It would be more plausible and empirically rigorous, then, to consider how specific forms of Internet activity impact civic and social engagement as a result of their particular underlying social architectures
  • combining conclusions from two different lines of MMO research conducted from two different perspectives—one from a media effects approach, the other from a sociocultural perspective on cognition and learning.
  • By providing spaces for social interaction and relationships beyond the workplace and home, MMOs have the capacity to function as one form of a new "third place" for informal sociability much like the pubs, coffee shops, and other hangouts of old.
  • loosely structured by open-ended narratives
  • They are known for their peculiar combination of designed "escapist fantasy" and emergent "social realism"
  • from two research projects: one an examination of the media effects of MMOs, the other an ethnographic study of cognition and culture in such contexts.
  • the conclusions of both studies were remarkably aligned.
  • the assumption that the most fruitful advances are sometimes made when congruent findings are discovered through disparate means
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      Love this quote.
  • demonstrate the "effects" of game play vs. no game play.
  • first project was a traditional effects study
  • second project, a qualitative study of cognition and learning in MMOs (
  • ethnography
  • sociocultural perspective
  • as a way to tease out what happens in the virtual setting of the game and how the people involved consider their own activities, the activities of others, and the contexts in which those activities takes place
  • a reasonable level of generalizability (random assignment to condition in the first study) and contextualization (ethnographic description of existing in-game social networks and practices in the second)
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      but I wonder why he chose these games -- this is not specified. Only their success in US and abroad?
  • brick-and-mortar "third places" in America where individuals can gather to socialize informally beyond the workplace and home
  • the exaggerated self-consciousness of individuals.
  • In what ways might MMOs function as new third places for informal sociability?
  • virtual environments have the potential to function as new (albeit digitally mediated) third places similar to pubs, coffee shops, and other hangouts.
  • in this section we analyze the structural form of MMOs that warrants this "third place" assertion.
  • eight defining characteristics of third places
  • there is no default obligation
  • To oblige any one person to play requires that explicit agreements be entered into by parties
  • the default assumption is that no one person is compelled to participate legally, financially, or otherwise.
  • Unless one transforms the virtual world of the game into a workplace (e.g., by taking on gainful employment as a virtual currency "farmer" for example, Dibbell, 2006; Steinkuehler, 2006a) or enters into such agreement, no one person is obligated to log in
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      and this is why, in my opinion, you will never see games in school. The game cannot be the Third Place because school is a Second Place.
  • Yee's (2006) interviews also reveal that individuals who game with romantic partners or family find that such joint engagement in the "other world" of MMOs allows them to redefine the nature and boundaries of their offline relationships, often in more equitable terms than what may be possible in day-to-day offline life
  • the relationships that play-partners have with one another offline are often "leveled" within the online world
  • an individual's rank and status in the home, workplace, or society are of no importance
  • appeal to people in part because they represent meritocracies otherwise unavailable in a world often filled with unfairness
  • conversation plays an analogous role
  • "In all such systems, linguistic interactions have been primary: users exchange messages that cement the social bonds between them, messages that reflect shared history and understandings (or misunderstandings) about the always evolving local norms for these interactions" (p. 22).
  • third places must also be easy to access
  • such that "one may go alone at almost any time of the day or evening with assurance that acquaintances will be there"
  • accessible directly from one's home, making them even more accommodating to individual schedules and preferences
  • barriers to initial access.
  • "What attracts a regular visitor to a third place is supplied not by management but by the fellow customer,"
  • "It is the regulars who give the place its character and who assure that on any given visit some of the gang will be there"
  • affective sense
  • As one informant satirically commented in an interview, "You go for the experience [points], you stay for the enlightening conversation.
  • engendering a sense of reliable mentorship and community stability.
  • Oldenburg argues that third places are characteristically homely, their d�cor defying tidiness and pretension whenever possible. MMOs do not fit this criterion in any literal sense
  • In neither of our investigations did the degree of formality exhibited by players within the game bear any relation to the degree of visual ornamentation of the players' immediate vicinity.
  • Thus, while the visual form of MMO environments does not fit Oldenburg's (1999) criterion of "low profile," the social function of those environments does.
  • Oldenburg (1999) argues that seriousness is anathema to a vibrant third place; instead, frivolity, verbal word play, and wit are essential.
  • The playful nature of MMOs is perhaps most apparent in what happens when individuals do bring gravity to the game.
  • the home-like quality of third places in rooting people
  • Participation becomes a regular part of daily life for players and, among regular gamemates such as guild members, exceptional absences (i.e., prolonged or unforeseen ones) are queried within the game or outside i
  • create an atmosphere of mutual caring that, while avoiding entangling obligations per se, creates a sense of rootedness to the extent that regularities exist, irregularities are duly noted, and, when concerning the welfare of any one regular, checked into
  • Are virtual communities really communities, or is physical proximity necessary?
  • Anderson (1991), who suggests that geographic proximity itself is neither a necessary nor sufficient condition for the emergence and preservation of "community."
  • Social capital (Coleman, 1988) works analogously to financial capital; it can be acquired and spent, but for social and personal gains rather than financial
  • operates cyclically within social networks because of their associated norms of reciprocity
  • bridging social capital is inclusive.
  • This form of social capital is marked by tentative relationships, yet what they lack in depth, they make up for in breadth.
  • On the one hand, bridging social capital provides little in the way of emotional support; on the other hand, such relationships can broaden social horizons or worldviews, providing access to information and new resources.
  • bonding social capital is exclusive.
  • social superglue.
  • it can also result in insularity.
  • shows that bridging and bonding social capital are tied to different social contexts, given the network of relationships they enable.
  • Virtual worlds appear to function best as bridging mechanisms rather than as bonding ones, although they do not entirely preclude social ties of the latter type.
  • One could argue that, if the benchmark for bonding social capital is the ability to acquire emotional, practical, or substantive support, then MMOs are not well set up for the task:
  • While deep affective relationships among players are possible, they are less likely to generate the same range of bonding benefits as real-world relationships because of players' geographic dispersion and the nature of third places themselves.
  • Despite differences in theoretical grounding and methodologies, our conclusions were remarkably similar across complementary macro- and micro-levels.
  • It is worth noting, however, that as gamers become more involved in long-term social networks such as guilds and their activities become more "hardcore" (e.g., marked by participation in large-scale collaborative problem-solving endeavors such as "raids" into difficult territories or castle sieges), the function of MMOs as "third places" begins to wane.
  • It may be, then, that the structure and function of MMOs as third places is one part of the "life cycle" for some gamers in a given title.
  • In such cases, MMOs appear to enable a different kind of sociability, one ostensibly recognizable as a "community" nonetheless.
  • However, our research findings indicate that this conclusion is uninformed. To argue that MMO game play is isolated and passive media consumption in place of informal social engagement is to ignore the nature of what participants actually do behind the computer screen
  • Perhaps it is not that contemporary media use has led to a decline in civic and social engagement, but rather that a decline in civic and social engagement has led to retribalization through contemporary media (McLuhan, 1964).
  • Such a view, however, ignores important nuances of what "community" means by pronouncing a given social group/place as either wholly "good" or "bad" without first specifying which functions the online community ought to fulfill.
  • Moreover, despite the semantics of the term, "weak" ties have been shown to be vital in communities, relationships, and opportunities.
  • is to what extent such environments shift the existing balance between bridging and bonding
  • In light of Putnam's evidence of the decline of crucial civic and social institutions, it may well be that the classification "lacking bridging social capital" best characterizes the everyday American citizen. T
  • Without bridging relationships, individuals remain sheltered from alternative viewpoints and cultures and largely ignorant of opportunities and information beyond their own closely bound social network.
  • it seems ironic that, now of all times, we would ignore one possible solution to our increasingly vexed relationship with diversity.
anonymous

Art Project, powered by Google - 123 views

www.googleartproject.com

art project art resources web tools

shared by anonymous on 01 Feb 11 - No Cached
  • Explore museums from around the world, discover and view hundreds of artworks at incredible zoom levels, and even create and share your own collection of masterpieces.
  • Gerald Carey on 02 Feb 11
     
    Visit Art Museums virtually. Zoom in on the Art.
  • ...3 more comments...
  • Lisa Reas on 02 Feb 11
     
    Take virtual tours of art museums all over the world.
  • Martin Burrett on 26 Jun 11
     
    View virtual art galleries from around the world with this great Google resource. http://ictmagic.wikispaces.com/Art,+Craft+&+Design
  • Mark Trerotola on 31 Oct 11
     
    "Explore museums from around the world, discover and view hundreds of artworks at incredible zoom levels, and even create and share your own collection of masterpieces."
  • Lauren Rosen on 02 Mar 12
     
    Museums from around the world. Nice place to view art work from multiple locations quickly.
  • anonymous on 14 Mar 13
     
    The Art Project powered by Google features interior tours of seventeen world famous art museums. Select a museum from the list on the homepage & you can virtually tour it using the same interface style you experience in Google Maps Streetview. Inside the museum, just double click to zoom to a location. You can also open a floor plan overview & click on a room to navigate to that part of the museum. The best part of the Art Project powered by Google is the option to create your own artwork collection while visiting each museum. As you're touring a museum click on the "+" symbol on any work of art see it in greater detail, to add it to your collection, & to open background information about that work of art. To create a collection you must be signed into a Google account. This is a great way to start a story or writing prompt, or to explore history & cultures.
Randolph Hollingsworth

Research Seminars at University of Worcester Island in Second Life - 16 views

digitalliteracywork.wordpress.com/research-seminar-at-uow

SecondLife virtual world 3D open open educational resource research OER

shared by Randolph Hollingsworth on 04 Feb 11 - No Cached
  • Randolph Hollingsworth on 04 Feb 11
     
    Research Seminars at University of Worcester Island Forthcoming sessions in 2011. February 24th Resistance - who has it, why it occurs and what can we do about it (Gann McGann - Mark Childs) March Thursday 31st - Supporting distributed team working in 3D virtual worlds - how a 3D virtual world facilitates socialisation and team working among students working on a team project at a distance. (Shailey Garfield - Shailey Minocha from the Department of Computing at the Open University)
Randolph Hollingsworth

Second Life®: A New Strategy in Educating Nursing Students - 7 views

www.nursingsimulation.org/...abstract

virtual world clinical patient simulations Second Life review nursing strategy

shared by Randolph Hollingsworth on 13 May 12 - No Cached
  • Randolph Hollingsworth on 13 May 12
     
    Abstract The purpose of this article is to discuss how the University of Michigan School of Nursing designed and implemented a virtual hospital unit in Second Life® to run virtual simulations. Three scenarios were developed about topics that represent areas that contribute to patient safety, as well as key student learning challenges. Fifteen students completed a 6-question survey evaluating their experience. Comments indicated students did identify the potential benefits of the Second Life® simulation. The Second Life® platform may also provide avenues for learning in the clinical arena for a multitude of health care professionals. The opportunity to simulate emergent, complex situations in a nonthreatening, safe environment allows all members of the team to develop critical communication skills necessary to provide safe patient care.
Michele Brown

The National Networker (TNNW) Blog: BEYOND THE CUBICLE - CORPORATE CULTURE: T... - 9 views

thenationalnetworker.blogspot.com/...cubicle-corporate-culture.html

twitter texting facebook literacy socialmedia

shared by Michele Brown on 08 Feb 10 - Cached
  • The culture appears to be grounded in not only a need to share, but also a desire to be recognized. Retweets – when someone sends your tweet (message) out to their followers (a term supporting the need for recognition) somehow elevates your status within this community.
  • Social Media as a dominant force for communicating has penetrated every element of society. Can a virtual community possess a culture? Every company and organization possesses a definable culture. Behaviors, decision-making models, intrinsic and extrinsic actions and how people are treated may all play a part in defining it. These elements of culture are measureable and easy to define within a controlled entity. Social media lives and breathes in a virtual reality. It permeates all corners of the world, allows people to communicate across all traditional boundaries and thrives 24 hours/day. So…does it have a definable culture? If you have spent any time on Twitter, you quickly realize thousands of people have a need to respond to the question, “What’s happening?” Twitter has developed it’s own language with tweets, retweets, tweeple, twitpics, twibes, etc. You can follow topics with a hashtag and people with lists. What is most apparent is the need people have to share. The culture appears to be grounded in not only a need to share, but also a desire to be recognized. Retweets – when someone sends your tweet (message) out to their followers (a term supporting the need for recognition) somehow elevates your status within this community. There are etiquette protocols as many people publicly thank you for following them and for retweeting. Retweeting becomes a type
  • As you get deeper into the structure of Twitter, you can join a twibe or tweeple group, which provides inclusion – another indication that the need for recognition is systemic.
  • ...2 more annotations...
  • Social media lives and breathes in a virtual reality. It permeates all corners of the world, allows people to communicate across all traditional boundaries and thrives 24 hours/day. So…does it have a definable culture?
  • The culture appears to be grounded in not only a need to share, but also a desire to be recognized. Retweets – when someone sends your tweet (message) out to their followers (a term supporting the need for recognition) somehow elevates your status within this community.
Stein Brunvand

Game for science - Virtual world devoted to science, technology and free educational ga... - 96 views

www.gameforscience.ca/index.php

teacher resources science game virtual-worlds

shared by Stein Brunvand on 26 Apr 10 - Cached
  • Stein Brunvand on 26 Apr 10
     
    This is a virtual learning environment for kids that has a lot of science content.
Martin Burrett

Pora Ora : The Online 3D Educational Game for Children - 196 views

www.poraora.com/home.html

games English maths virtual environment collaboration

shared by Martin Burrett on 27 Dec 11 - No Cached
  • Martin Burrett on 27 Dec 11
     
    This is a MUST TRY site. It's not often that I'm amazed be an educational resource, but I am with this one. Pora Ora is a stunning educational virtual world for Primary school aged students. Play truely fun educational games which practise skills in English, maths and many other subjects. The graphics and useably is superb. Online safety is at the heart of this site. The parential admin account can set the student's account to free chat with everyone to completely locked down where they have the world to themselves and everything in between. The site has a language filter and users can report any incidents of trouble. Also, the first task requires the user to complete an online safety task. The site is free with a few premium features coming out later. You have got to try this one! http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
Amy Roediger

LandingPage - 51 views

www2.shidonni.com/...LandingPage.aspx

digitalstorytelling animation virtual kids

shared by Amy Roediger on 22 Jul 11 - No Cached
  • Amy Roediger on 22 Jul 11
     
    Shidonni is an innovative startup, developing the next generation of creative 'virtual' worlds for kids. Shidonni is providing a safe environment where kids and their parents can create imaginary worlds and animals, play games and interact with friends.
Josephine Dorado

VenueGen 3D Virtual Meetings - 32 views

www.venuegen.com

virtual worlds virtualworlds education k12 3d immersive resources

shared by Josephine Dorado on 29 Aug 12 - No Cached
  • Josephine Dorado on 29 Aug 12
     
    VenueGen Virtual Classrooms - enable K12 students to have shared learning experiences that will increase engagement, retention and learning outcomes
Linda Lyster

Game for science - Virtual world devoted to science, technology and free educational ga... - 116 views

www.gameforscience.ca

science virtual interactive

shared by Linda Lyster on 14 Dec 10 - Cached
Grace Kat liked it
  • Linda Lyster on 14 Dec 10
     
    "Explore all kinds of virtual islands depending on your interests: health, aeronautics, genomics, environment, engineering and more. You'll find fun games, interesting facts and fascinating photos and videos - all on a science theme. "
Kimberly LaPrairie

picturing the thirties - 2 views

americanart.si.edu/...index.html

history virtual social_studies smithsonian museum EED427 photos video virtual worlds

shared by Kimberly LaPrairie on 23 Sep 09 - Cached
  • Kimberly LaPrairie on 23 Sep 09
     
    "Picturing the 1930s," a new educational web site created by the Smithsonian American Art Museum in collaboration with the University of Virginia, allows teachers and students to explore the 1930s through paintings, artist memorabilia, historical documents, newsreels, period photographs, music, and video. Using PrimaryAccess, a web-based teaching tool developed at the university's Curry Center for Technology and Teacher Education, visitors can select images, write text, and record narration in the style of a documentary filmmaker. They can then screen their video in a virtual theater. PrimaryAccess is the first online tool that allows students to combine their own text, historical images from primary sources, and audio narration to create short online documentary films linked to social studies standards of learning, said Glen Bull, co-director of the Curry Center. Since the first version was developed in collaboration with U.Va.'s Center for Digital History and piloted in a local elementary school in 2005, more than 9,000 users worldwide have created more than 20,000 short movies. In creating digital documentaries, students embed facts and events in a narrative context that can enhance their retention and understanding of the material, said Curry research scientist Bill Ferster, who developed the application with Bull. Besides increasing their knowledge about the period, "Picturing the 1930s" enhances students' visual literacy skills, Ferster noted, adding that PrimaryAccess "offers teachers another tool to bring history alive."
anonymous

Virtual Worlds - Best Practices in Education - 57 views

www.vwbpe.org

secondlife

shared by anonymous on 07 Jan 11 - Cached
    • anonymous
      anonymous on 07 Jan 11
       
      just to see if this can be shared
  • anonymous on 07 Jan 11
     
    Annual conference on uses of virtual worlds in education
Frederick Eberhardt

http://web.gc.cuny.edu/itp/docs/student_work/CORE%20I/claire_fontaine.pdf - 57 views

web.gc.cuny.edu/...claire_fontaine.pdf

Virtual Worlds Education Social Bookmarking and Media Applications

shared by Frederick Eberhardt on 06 Oct 11 - No Cached
  • Frederick Eberhardt on 06 Oct 11
     
    Virtual worlds in social media are now helpful for education K-12 and in the schools of Graduate Study in Education. Social media can manage courses effectively with little strain on students and faculty alike. This is the way to revolutionize education according to Teacher and Researcher, Claire Fontaine. Fontaine, C. (2009). Social Media Practices and Pedagogy. NY, NY: CUNY. http://web.gc.cuny.edu/itp/docs/student_work/CORE%20I/claire_fontaine.pdf
Josephine Dorado

Edusim - 3D virtual worlds for the classrom interactive whiteboard - 12 views

edusim3d.com

tools education virtualworlds opensource whiteboard resources

shared by Josephine Dorado on 01 Nov 11 - Cached
  • Josephine Dorado on 01 Nov 11
     
    Cobalt - Edusim is a slimmed down verion of the core Open Cobalt Metaverse Project. Cobalt - Edusim is a 3D multi-user virtual world platform and authoring toolkit intended for your classroom interactive whiteboard
Bobbie Thibodeau

Wander Weird Worlds - 56 views

vimeopro.com/worlds

weird worlds

shared by Bobbie Thibodeau on 06 Mar 14 - No Cached
  • Bobbie Thibodeau on 06 Mar 14
     
    virtual worlds
Roland Gesthuizen

Should Students and Teachers Be Online "Friends"? | Education.com - 2 views

www.education.com/...nts_Teachers_Social_Networking

shared by Roland Gesthuizen on 13 Oct 12 - No Cached
  • “A teacher needs to be a role model, mentor, and advice giver – not a ‘friend.’” When a high school student gains access into a teacher’s network of friends and acquaintances and is able to view their family photos, for instance, the student-teacher dynamic is altered.
  • While students may be eager to find and friend their teachers on Facebook, many of them understand the implied rules and boundaries of this virtual environment. “I do understand why my teachers do not want me to add them until I graduate,” says Jegaraj.
  • sites like Facebook are social environments. Teachers guide students in a professional capacity, and being social doesn’t seem like part of the job description
  • Roland Gesthuizen on 13 Oct 12
     
    "In the virtual world, the definition of a student-teacher relationship is hazy, particularly on social networks like Facebook and MySpace, where adults and teens share the same forums to connect and keep in touch with friends, classmates, relatives, and co-workers. Chances are, your teen has already found her teachers on Facebook and sent friend requests to join their networks."
Martin Burrett

Teachers make all the difference - including in virtual reality teaching - 14 views

ukedchat.com/...teachers-vr

VR technology

shared by Martin Burrett on 14 Jan 19 - No Cached
  • Martin Burrett on 14 Jan 19
     
    "In a few years from now, students in schools all over the world will receive part of their education in virtual learning environments. Wearing VR-goggles the students will be able to enter 3-dimensional, simulated places and situations that they would normally not have access to because it would be too expensive, too dangerous or physically impossible. Teaching via VR-technology is spreading widely and international studies predict that this will revolutionise the way we learn."
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