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Tesseract Learning

Buying Content Vs. Creating Content Vs. Curating Content - Tesseract Learning - 0 views

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    The debate on good content, relevant content, legacy content, and futuristic content will be never-ending. Content relevance and usefulness are two pivotal aspects defining the presence or absence of an effective learning outcome. Let's see how this content comes alive.
Eloise Pasteur

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

  • 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.
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    Reflections from someone who has taught several courses in Second Life about the teaching experience.
tpsnsolution

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Writing creative MBA thesis paper - 0 views

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GeoWorlds - Home - 0 views

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    GeoWorlds - being developed by University Missouri Kansas City "innovative integration of collaborative virtual learning environments and problem-based pedagogy to engage students in Earth science while enhancing their problem-solving skills and content knowledge. The Teacher/Facilitators in each classroom will be trained in the problem-based approach with Earth science content is based in the national and state science education standards." Combines Second Life resources with online website resources
Eloise Pasteur

New Skills for Second Life content - Eloise's thoughts and fancies - 0 views

  • There is now a page on assessment within Second Life in the Second Life Skills section of the EPED website which includes a couple of different assessment rubrics for student work in Second Life. One is aimed more at assessing a traditional class which has some presentation of the work in Second Life. The other is aimed much more at a fully in-world assessment where the students create a fully interactive build and are assessed on all aspects of it. It also forms a useful check-list for educational builds of all types! If you have comments, please feel free to add them in the comments here. If you would like to add additional content, let me know and I will add it for you.
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Breakups16 - 15 views

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    This is a tumblr blog from a student who is a very interesting person. She said people always come to her for relationship advice and so she's created a tumblr all about breakups, feeling good about yourself even if you're not in a relationship and -- she's taking questions about breakups like a dear Abby for teens. Surprisingly, she's getting many questions - some may be silly but I think it is going to make for some funny and entertaining content. With all of these, my students are required to note that no profanity is allowed. 
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Open Content for Educators on Learning « NMC Virtual Worlds - 0 views

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    Reminder of excellent, high quality L$1 resources by NMC to easily set up educational spaces in Second Life. Their Learning Sim also includes collections of professional clothing, avatars, skins, etc.
Eloise Pasteur

Teen Second Life - Second Life Wiki - 0 views

  • Linden Lab only allows adults in the Teen Second Life who have had a background check completed, and who are either educators responsible for an education project in the Teen Second Life, developers assisting in the development of projects in the Teen Second Life, or the person responsible for managing activities on business islands in the Teen Second Life.
  • Yes, you can use the RegAPI, create your island, and bring teens onto this island through your own website. You can form groups that include teens and IM and exchange objects with teens who come in through your RegAPI. However, in this case, the Teens will NOT be able to leave your island and visit other spaces, including the Teen Second Life "mainland" (Teen Second Life). In this "closed island" model, you can form groups, IM your teens, and exchange objects with them; but all these activities are limited to your island. If teens want to participate in Teen Second Life, they'll have to create a separate account (teen.secondlife.com).
  • At this time, we do allow businesses to purchase islands in Teen Second Life and create educational content with which the Teen Second Life members can interact. We do restrict the ability of Teens to communicate with Adults, and we do not allow any selling or other commercial activity. You cannot sell in the Teen Second Life, and you can't exchange L$ with teens. If your island is not a "closed island" you cannot exchange items with Teens.
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  • The estate must be purchased by the final owner of the estate, not by a developer - because of permissions and other issues, an estate cannot be transferred in the Teen Second Life. In addition, if you are building for an educational or non-profit organization, if a developer buys it, they'll be billed the full rate rather than the education rate.
  • Linden Lab does not do content creation. We recommend you use a developer listed in the Teen Second Life Directory who has prior experience creating projects in the Teen Second Life.
  • You can request one online at ascertainsi.com. Or, contact : Ascertain Screening and Investigations, LLC 110 North High Street, Suite 201 Gahanna, Ohio 43230 614.858.0100 Dee Igo -- [Digo@Ascertainsi.com] There is a fee, which must be paid by the developer. It's about $40 in the US and $70 outside the US (fees subject to change).
  • If your instructors are members of bona-fide educational institutions, they've already been background checked by the institution, and we can substitute verification from the institution for background checks by our agency. Otherwise, each instructor needs a background check.
  • Linden Lab automatically will list any Developer who is already in the Directory; if you are not already in the Directory, you need to submit a Directory entry. Teens may submit a Teen Second Life Directory listing at any time.
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    Rules about accessing the Teen Grid in Second Life as an adult
Eloise Pasteur

Carol's thoughts on life, ICT and whatever comes: End of E-safety Session Tour - 0 views

  • There were fantastic opportunities to chat with other avatars about the course content, view videos and PowerPoint presentations. One of the really unique features to taking a course in Second Life was the ability to facilitate small group work. At points during the course we were sent away to another level in the sky to work collaboratively on a task before feeding back to the rest of the group. We didn’t hear other groups and they didn’t hear us
  • My experience was extremely positive. Having attended many courses in real life over the years, and having also attended many meetings and other events using technologies such as video conferencing and instant messaging, I can honestly say that Second Life is an extremely effective mechanism for use in training.
  • The course consisted of PowerPoint presentations, content delivery by speaker, watching videos and also discussion, both as a whole group and in small groups. In the latter, the discussion documents were edited and shared by all the people taking part.
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  • Firstly, it has been a most valuable opportunity to use Second Life for a serious educational purpose. In that, it has been extremely successful. Secondly because I have greatly improved my knowledge and understanding of e‑safety as a result of attending the presentations, videos and discussions with colleagues that the course involved – and this is despite my already fairly complete knowledge of the subject. In my opinion this shows the value of Second Life as a serious medium in which to undertake educational business.
  • The seminars were delivered through the virtual world “2nd Life”. I had no previous experience of this environment but quickly became comfortable with the basics of moving around and communicating with the other delegates.
  • The delivery through the use of power points, video clips and discussions worked well. I also liked the way you could post thoughts without interrupting the main flow of the discussion.
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    Feedback on an e-safety course run in Second Life.
Steven Hornik

Dusan Writer's Metaverse » User-Generated Content as a Business Model: Second... - 0 views

  • Malaby points out that Second Life is made up of various forms of capital: commodities, cultural, competencies, credentialed, and artifacts.
Raj Thakur

Hardware Co-simulation for Non Memory Mapped Ports - 0 views

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Unveiling the Top 5 Online Network Design Assignment Help Services: A Comparative Analysis - 4 views

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