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Eloise Pasteur

Educational Frontiers: Learning in a Virtual World (EDUCAUSE Review) | EDUCAUSE CONNECT - 0 views

connect.educause.edu/...47221

education life second

shared by Eloise Pasteur on 18 Sep 08 - Cached
  • With very little time and a lot of content to cover, one way to accomplish this change is to use game-based metaphors that capture students’ interest. But there is no need to actually create a game to leverage the concept of game-play for class activities. After all, class activities come with goals, feedback, rewards, and recognition, and these translate well in this visual, exploratory environment. The virtual world looks like a game setting and is one in which instructors can guide, observe, and provide feedback and rewards for class activities.
  • Students worry that the class structure will be poorly defined and managed. A well-structured course includes a syllabus that defines the course objectives, learning objectives, goals, measurements, a schedule of activities and assignments, and rubrics for assessment. Virtual world courses add information on how projects will be delivered, how class discussions will be evaluated, and how students can benefit from feedback to improve the quality of their work throughout the course. Other benefits include discovering new ways to study, discuss, create, and express the course subject under the supervision and support of the instructor. In virtual worlds, the instructor’s role shifts from being the “sage on the stage” to being the domain expert—the authority who stimulates and supervises exploration while providing structure, guidance, feedback, and assessment. Demystifying complexity is not an easy task!
  • Exams or assessments of competency shift to projects and solutions to problems that are expressed in context, offering new ways to visualize, experience, and assess the solutions. This method does not replace traditional methods of evaluation, but it does offers additional ways of assessing what students know and can apply. For example, CS 382, a software design class at Colorado Technical University (CTU), created a 3D game maze and populated it with traps, sensors, flags, a scoreboard, treasures, and other game features and then played the game on the last night of class. The goal of the class was to learn to model a variety of software designs using drawings in a design specification. The students exceeded the class requirements: they designed, prototyped, and tested their designs. They discovered a minor flaw, and one student fixed the problem while the class tested it during the next run of the game. These students were so immersed in the learning experience that they did not realize they had accomplished the goals of several classes in a single term. Virtual environments are stimulating, creative landscapes. When virtual worlds are populated with the right mix of content and discovery, students remain long after class ends.
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  • Finally, as students become active participants in virtual world classes, the student who is on “cruise control” is at risk. Students shift from being passive listeners to engaging in group interaction and activities and demonstrating that they understand the course content via the completion of projects, papers, labs, and case studies. Many classes that include case studies use role-play, putting learners in roles and contexts in which they explore the content and make decisions based on the forces and constraints placed on them. One example of a class role-play is shown in Figure 2, which depicts Ramapo’s immersive literature activity in which Suffern Middle School students enact the courtroom scene from John Steinbeck’s Of Mice and Men. The students’ exploration of the content benefits from this social learning environment.
  • In their “lessons learned” papers, the students noted that the virtual world classes enhanced their learning experience and their perceptions of self and gave them new skills to demonstrate their mastery of the course content. The sense of presence and the customization of their avatars were high on their list of priorities for learning and participating in virtual world classes.
  • Classes in virtual worlds offer opportunities for visualization, simulation, enhanced social networks, and shared learning experiences. Some people learn best by listening to the course content, others by seeing and visualizing the content in context, and the rest by using a hands-on approach to demonstrate course competencies. In virtual worlds, we can leverage a mix of content and activity to support all learners: auditory, visual, and kinesthetic. Virtual worlds support these different learning styles and give students opportunities to explore, discover, and express their understanding of the subject. Naturally, the tool’s capabilities do not guarantee a great learning experience. The success of a course depends on effective course design, delivery, and assessment. Course designers, instructors, and IT professionals are challenged to create stimulating content, deliver it reliably, and ensure a stable virtual world learning environment. Do the benefits outweigh the risks associated with venturing into a virtual world educational platform? For me, the virtual world is my preferred learning and teaching environment. And I am not alone. Over 400 universities and 4,500 educators participate on the Second Life Educators List (SLED).1 All of us are studying how to leverage the benefits of learning in a virtual world in order to assist our students in today’s educational frontiers.
  • Eloise Pasteur on 18 Sep 08
     
    Reflections from someone who has taught several courses in Second Life about the teaching experience.
Eloise Pasteur

How the Google generation thinks differently - Times Online - 0 views

women.timesonline.co.uk/...article4295414.ece

breadth depth education google generation immigrant learning learning style native reflection

shared by Eloise Pasteur on 11 Jul 08 - Cached
    • Eloise Pasteur
      Eloise Pasteur on 11 Jul 08
       
      Another take on Digital Immigrants v Digital Natives and a term I find I prefer if you're going to distinguish on age - the Google Generation. Although I'm sure our parents and teachers wondered the same about us, does the width of knowledge that is accessible lead to deep learning and the ability to reflect?
  • Rose Luckin, Professor of Learner- Centred Design at the London Knowledge Lab and a visiting professor at the University of Sussex, is working on a study examining the internet's impact on pupils' critical and meta-cognitive skills. “The worrying view coming through is that students are lacking in reflective awareness,” she says. “Technology makes it easy for them to collate information, but not to analyse and understand it. Much of the evidence suggests that what is going on out there is quite superficial.”
  • This year, researchers at University College London reported the results of a five-year study into the “Google Generation”. When they examined the behaviour of those logging on to the websites of journals, e-books and other sources of written information, they found widespread evidence of “skimming activity”. Users viewed no more than three pages before “bouncing out”. This wasn't just the norm for students. “The same has happened to professors and lecturers. Everyone exhibits a bouncing/flicking behaviour, which sees them searching horizontally rather than vertically. Power browsing is the norm.”
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  • The difference, though, is that as a digital immigrant, my mind has baseline skills in concentration, contemplation and knowledge construction. My fear - and the reason why I wrested my son's laptop away from him - is that the acquisition of those skills is being lost in the twitch-speed of our new Web 2.0 world.
  • I can see that that broadens his knowledge, but does it deepen it? “Education has always been about absorbing the facts first and reflecting on them second. Technology is not hampering that, but take away his laptop and you are just setting him up for a rebellion,” Kelly says. “The technology tide is unstoppable.”
  • “Because they have been using digital technology all their lives, our children feel they have authority over it,” says Rose Luckin. “But technology cannot teach them to reflect upon and evaluate the information they are gathering online. For that, the role of teachers and parents remains fundamentally important. You are in the hot seat. They still need you to open that conversation.”
  • NATIVES v IMMIGRANTS Digital natives Like receiving information quickly from multiple media sources. Like parallel processing and multi-tasking. Like processing pictures, sounds and video before text. Like random access to hyperlinked multimedia information. Like to network with others. Like to learn “just in time”. Digital immigrants Like slow and controlled release of information from limited sources. Like singular processing and single or limited tasking. Like processing text before pictures, sounds and video. Like to receive information linearly, logically and sequentially. Like to work independently. Like to learn “just in case”.
  • Eloise Pasteur on 11 Jul 08
     
    A discussion of the learning style and depth of learning of the Google Generation, this time from a parent and journalist, but with some interesting quotes from those that study the youngsters
James OReilly

ThinkBalm publishes business value study « ThinkBalm: Immersive Internet insi... - 0 views

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shared by James OReilly on 20 Jun 09 - Cached
  • Nearly 30% of survey respondents (19 of 66) said their organization recouped their investment in immersive technologies in less than nine months, once their project(s) launched.
  • The top motivations for investment in immersive technology in 2008 /1Q 2009 were enabling people in disparate locations to spend time together, increased innovation, and cost savings or avoidance.
  • Early implementers are choosing the simplest use cases first. The most common were learning and training (80%, or 53 of 66 respondents focused on this use case) and meetings (76%, or 50 of 66 respondents). Some intend to take on more complex use cases in 2010 or 2011.
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  • Immersive technology won out over a variety of alternatives primarily due to low cost and the increased engagement it delivers. The leading alternatives were Web conferencing and in-person meetings, followed by phone calls.
  • Work-related use of the Immersive Internet is in the early adopter phase. Before it can pass into the early majority phase, practitioners and the technology vendors who serve them must “cross the chasm.” The most common barriers to adoption are target users having inadequate hardware, corporate security restrictions, and getting users interested in the technology.
Eloise Pasteur

Holmberg - 0 views

www.uic.edu/...2033

shared by Eloise Pasteur on 10 Nov 08 - Cached
  • Learning in virtual worlds
  • The notion of distance
  • Of the respondents 28 were female and two were male. The youngest respondent was born in 1984 and the oldest respondent was born in 1952. Half of the respondents were born before 1967.
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  • Respondents didn’t feel that using the Second Life client was too difficult. The majority of the respondents answered that moving (73.3 percent) and navigating (66.7 percent) in Second Life was easy or fairly easy. Almost all of the respondents felt that it was easy to take part in Second Life–based lectures and discussions, and that they gained additional information from other students in discussions.
  • Respondents were asked to estimate the usability of Second Life as a learning environment by comparing it to other learning methods. When compared with face–to–face education, the respondents felt that learning in Second Life was somewhat more difficult. Face–to–face education was considered overall as a “better” (versus worse, as literally asked in the survey) form of education. But learning in Second Life was considered to be clearly more fun. Nevertheless, 60 percent of the respondents answered that lectures in Second Life could replace face–to–face lectures. This question raised strong opinions.
  • In addition, 83.3 percent of the respondents thought that the barrier to participate in discussions or to ask a question was lower in Second Life than in face–to–face lectures
  • When compared to Web–based learning platforms, Second Life was not considered to be neither easier nor more difficult. But even in this case, learning in Second Life was considered to be a lot more fun (a response from over half of the respondents). In contrast to the comparison with face–to–face education, Second Life was considered to be a “better” form of education than learning from Web–based learning platforms.
  • One–third of the respondents considered Second Life to be “better” — against 13.3 percent of the respondents that thought Second Life was “worse” — than Web–based learning platforms. The respondents graded a lecture in Second Life to be “better” than webcasting and discussion boards, almost as good as videoconferences, but clearly not as good as face–to–face lectures and meetings.
  • A question about how the students experienced the presence of other students gave very mixed answers. Compared to Web–based learning environments the interaction between the students was thought to be more comfortable by almost 50 percent of respondents. It was considered to enhance interaction and the feeling of presence was stronger. Most of the students (56.6 percent) felt that other students were actually present in the virtual classroom. The respondents said that it was “fun” to meet all of the other students in the same location without having to leave their homes and that the campus–like atmosphere made it feel “real”.
  • Second Life was also considered to be a functional environment for teamwork. Assignments that students resolved in teams were considered to be fun and productive. The respondents felt that their teams produced more than they would have done individually. Students also felt very strongly that they were part of the team (56.7 percent).
  • When the respondents were given a chance to freely express their opinions about their experiences in Second Life, it became apparent that using Second Life in education may even have somewhat surprising positive consequences. One of the respondents wrote that using Second Life in education had brought her closer to her 16–year–old son’s world.
  • Another surprising observation outside the survey was that some of the students used Second Life on their own time to improve their language skills. One of the students told us that she spent a lot of time in the French–speaking areas of Second Life exercising both her written and spoken French. This discovery strengthens our belief of the huge potential that Second Life has for language education, an area certainly requiring further research.
  • In general, Second Life was considered to enhance interaction between students and between the instructor and the students especially when compared to Web–based learning environments.
  • Provided that participating face–to–face education does not require too much traveling and learning outcomes are satisfactory, Second Life does not necessarily provide any significant benefits, at least not when using it only as a platform for lectures and teamwork.
  • When considering distance only as a physical measure of separation, Second Life provides a means to overcome it. The existence of multimodal and non–interfering means of communication and socialization by using chat, instant messages and voice calls in personal and group interaction provides users a wider range of possibilities to communicate than in face–to–face sessions. Of these varied means, each student can select an option one that feels most comfortable, an observation also made by Paquette–Frenette (2006). In this study, all of the students were participating at a distance through Second Life, avoiding problems noted in Paquette–Frenette (2006).
  • The mixed responses to questions about Second Life being comfortable or better than other environments of learning indicate a variety of emotional and cognitive reactions. This study did not give clear answers to the interplay of different distance variables (Nooteboom, 2000; Duval, 2006; Hargreaves, 2001; Garrison, et al., 2000) in Second Life–based learning. However, the results indicate that the feeling of presence and distance is a multidimensional issue that needs further attention in future studies.
  • In comparison to lectures, the benefits of using Second Life in teamwork were more obvious. The physical presence of avatars, the possibility to communicate in real time and the existence of a shared local space explain why Second Life produces a more realistic feel of presence than discussion forums or chat rooms. In a sense, Second Life brings distance education closer to face–to–face education, supporting Jones, et al. (2005). The strong feel of presence noted by respondents and the immersive nature of Second Life seem to do just that.
  • Eloise Pasteur on 10 Nov 08
     
    Respondents didn't feel that using the Second Life client was too difficult. The majority of the respondents answered that moving (73.3 percent) and navigating (66.7 percent) in Second Life was easy or fairly easy. Almost all of the respondents felt that it was easy to take part in Second Life-based lectures and discussions, and that they gained additional information from other students in discussions.
Rocket Rocket

Dissertation/Thesis Writing Help - 0 views

www.virtual-dissertation.com

Economics Dissertation help Thesis Writing Course Assignment

shared by Rocket Rocket on 23 Sep 13 - No Cached
  • Rocket Rocket on 23 Sep 13
     
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Randolph Hollingsworth

Teaching using scenario based simulations in Second Life - Case study - 0 views

www.merlot.org/...viewMaterial.htm

second life case study virtualworlds virtual worlds scenario simulations

shared by Randolph Hollingsworth on 08 Jun 11 - No Cached
  • Randolph Hollingsworth on 08 Jun 11
     
    6 minute video Author: Simon McIntyre The University of New South Wales
Nancy Noah

Premium Writing Agency - 0 views

academicservices.us

Dissertation Essay Thesis Custom Research Papers Buy Online Writing Services

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  • Nancy Noah on 19 Dec 13
     
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James OReilly

e-Learning & Consumer Protection - Immersive Worlds Tool Ranking - 12 views

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shared by James OReilly on 21 Dec 10 - No Cached
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