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James OReilly

Second Life - The Long Goodbye « That'SLife - 18 views

slife.dudeney.com/?p=446

shared by James OReilly on 05 Sep 10 - Cached
amazonecho liked it
  • There comes a time when you have to admit you were wrong, or perhaps misguided, or simply that you were a little bit ‘out of time’, or perhaps – better said – that somebody let you down and maybe it wasn’t your fault. And this is one of those times, because it’s goodbye to Second Life for me, at least in its current incarnation – in terms of teaching and training – and I’d like to try and explain why…
  • the reason I did all this is not because I was convinced that SL was the future of education, but rather that I thought it was the future of the web (not SL, you’ll understand, more the notion of 3D)
  • here was still one thing that didn’t change – it was cripplingly difficult to get started with SL for the casual visitor (unlike, say, Skype or Adobe Connect) and the ‘first hour experience’ was terrible.
  • ...10 more annotations...
  • you get a system which doesn’t lend itself to much use over and above the committed
  • On a scale of 1-100 I’d put SL at the 100 end of the scale in terms of people being willing to invest the time and effort…
  • The period in which I found myself having less time to invest in SL also coincided with the new viewer which brought HTML on a prim to SL and made a lot of tools (mine included) largely redundant. And I’m very happy about that – media is now much easier to use in SL, as is any web content, and this has changed the lives of many educators who now don’t have to fudge solutions in-world.
  • Of all the improvements (the changes to the forums, the blogs, the bloody shopping site and all the rest) why is it that the overall experience isn´t really that much better than it was two years ago?
  • I can’t help thinking I get more out of blogs and Twitter (in terms of professional development), and more out of other social platforms (and I’d include Elluminate and Adobe Connect in there too) than I can see myself getting out of SL these days.
  • “Second Life: Overcoming the Entry Barriers in Hogher and Further Education”
  • Looking back at that chapter now I can’t see a great deal of change, and those entry barriers are, at best, a real detractor in terms of getting educators in, but – at worst – they are very good reasons not to even start.
  • SL is too  demanding and too unreliable for most educators. It pains me to say this, but I just don’t think it’s improved enough, or become easy enough for most people to bother. There are better ways of doing most things you can do in SL in terms of education, and – almost five years down the line – as far as I’m concerend SL hasn’t delivered enough to make it worthwhile.
  • I still think the future of web interactions is 3D, and I still think avatars are a grand idea, and I still love the concept of a vast space to be wandered and enjoyed… but I have to conclude that in pure terms of investment (time and money) SL doesn’t make much sense, at least for most educators.
  • I think mobile has come on in leaps and bounds in the past couple of years, and the possibilities are very exciting. Plus, you don’t need high-end equipment and shedloads of patience with mobile, most of the time.
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.
  • ...14 more annotations...
  • 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.
Eloise Pasteur

Research Article: A Second Life PCR lab evaluation - 1 views

www.bioscience.heacademy.ac.uk/...beej-13-5.aspx

Second Life education biosciences research

shared by Eloise Pasteur on 06 Jul 09 - Cached
  • This study examines students’ reactions to the virtual biosciences laboratory developed in Second Life® (SL) at the University of East London. Final year undergraduates and masters students studying biotechnology took part in a trial of a virtual Polymerase Chain Reaction (PCR) experiment in Second Life and evaluated their experience by anonymous questionnaire. Learning gains were measured at various points during the study using pre- and post-tests, and interaction with demonstrators was monitored and compared during the real life (RL) practical. Both groups showed a significant increase in learning gain over the pre- and post-tests, although no difference in gains between the two groups was detected. However, students who conducted the PCR experiment in SL required significantly less demonstrator assistance during the subsequent RL practical. The SL practical was well received by students, with 92% of participants reporting that they would like to use the system again and many requesting other experiments to be made available in this manner in the future.
  • The aim of this study was to determine whether conducting the PCR experiment in the virtual world of Second Life produced similar learning gains to those observed in the physical world laboratory and to see if working in the Virtual Lab enhanced students understanding of the experiment. The student perceptions of the Virtual Lab as a teaching mechanism and the perceived impact on their learning was examined through questionnaires.
  • The SL group completed a pre(virtual) Lab quiz and then individually registered for Second Life to create an avatar under instructor supervision. Each student completed some orientation exercises on UEL Island to become adequately skilled in using the Second Life environment (e.g. flying, putting on clothing etc.). The student avatars then met in the Virtual Lab to perform the PCR experiment. This was initially demonstrated by a member of staff before each student completed the virtual experiment themselves. Throughout this teaching session the students received face to face and virtual communication from their instructor.
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  • Participants in both groups then completed the physical world PCR practical individually in the laboratory. During the physical world practical the number of questions asked of staff and demonstrators by students in each group was recorded. After the real-world practical all participants completed the in-class quiz once again as a measure of overall learning gain.
  • Pre-, mid- and post-tests were used to examine the learning gains seen in the students at each stage of the teaching process. The learning gains of each group at the three stages of testing are illustrated in Figure 2. Using a mixed (or split-plot) ANOVA there were found to be no significant difference between the learning gains achieved by the SL and non-SL groups, with both groups achieving the same mean increase in test score between the pre and post tests. Interestingly however, there was a significant difference between the scores achieved by students in the SL and non-SL groups overall (p<0.001), with the initial average pre-test score of the SL group being significantly higher than the initial average pre-test score for the non-SL group. Quiz scores increased significantly across the study for students in both groups (p<0.001).
  • The number of questions asked by students during the physical world laboratory practical was recorded for the non-SL and SL groups. As can be seen in Figure 3, the non-SL group (Demonstration) asked significantly more questions (p<0.001) during the practical than the SL group. Furthermore, the staff supporting the practical sessions reported the SL group students to be more organised in their conduct during the class and appeared to take less time to complete the task.
  • Overall, satisfaction with the Virtual Lab was high. Ninety-two percent of respondents said they would use Second Life again and many had commented during the teaching session that they would like to see other experiments in the Virtual Lab. There were no significant differences in opinion between the sexes and between those who are re-sitting the module (11 students) and those that were not. Students who had already completed one Semester of the course joining the programme in October 2008 (21 students) found the in world instructions on how to complete the Virtual Lab experiment more useful than those (29 students) who started in Semester B, February 2009 (p<0.05).
  • A moderate negative correlation was found between age and overall satisfaction (r= -0.54, p<0.001). Younger students were generally more satisfied with Second Life than older students.
  • Those who had used Second Life before the study (16 out of 50 students) differed significantly in their expectation of in-world feedback whilst undertaking the Virtual PCR experiment from those who had no prior Second Life experience (p<0.05). Of the 16 students that had used SL before 6 students answered Q11 of the questionnaire (Table 1) with 3 or lower while only 4 students out of the 34 who had not used SL before answered Q11 in this way. Those who had used Second Life before thought that they had not received sufficient feedback during the experiment.
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.
robertvan41

Anadrole the best - 1 views

If you have a desire to get a huge gain in muscles and overall strength, then Anadrole is an excellent supplemental product for your body. This also assists in increasing and maintaining the lean b...

started by robertvan41 on 22 Nov 21 no follow-up yet
robertvan41

Anadrole the Best - 1 views

If you have a desire to get a huge gain in muscles and overall strength, then Anadrole is an excellent supplemental product for your body. This also assists in increasing and maintaining the lean b...

started by robertvan41 on 22 Nov 21 no follow-up yet
vaseema

https://hubpages.com/education/Which-is-the-best-college-in-Delhi-Noida-for-BSC-in-inte... - 0 views

hubpages.com/...ida-for-BSC-in-interior-design

Designing colleges in Delhi institutes East Bsc Best Degree interior design

shared by vaseema on 17 Jan 20 - No Cached
  • vaseema on 17 Jan 20
     
    Interior design is one of the best courses available nowadays for upcoming generations and aspirants as it has a lot of scope in the market. Good designers are in demand and likewise, good design is also required to be produced which can only come when you take that knowledge of designing from a good college or institute. There are many Best Interior Designing institutes in Delhi which provide various courses in interior designing, one of the best institutes for interior designing is IVS School of design, and its centers are located in Preet Vihar, South Extension, Pitampura and Noida. All canters are easily accessible from public transport. IVS School of Design offers various interior designing courses like B.Sc. interior designing which is a three-year program, two-year diploma course, and a one-year certificate course. Their curriculum for B.Sc. interior designing is very well organized which helps students coming from different fields to understand the course much easier. They have well-qualified teachers with a mindset of teaching the students from scratch itself. IVS School of design provides 100% placement and students are doing very well in the field and offices. They not only provide theoretical knowledge but also provide practical knowledge by taking students to sites, exhibitions, and workshops. The curriculum is very well organized which is very easy to understand. The curriculum offers topics like building construction, material knowledge, studio design (studio apartment, residence, commercial, institutional, etc.), history of Architecture, landscape design. Interior Designing institutes have become very popular among students in the last few decades as it provides better job opportunities for youngsters and aspirants. People after doing graduation in different subjects are getting the degree of interior designing as well. So for the students who are searching for good options to choose after their 12th, interior designing is the best option for them.
Eloise Pasteur

Teen Second Life - Second Life Wiki - 0 views

wiki.secondlife.com/...Teen_Second_Life

developer educator second life teen grid

shared by Eloise Pasteur on 12 Jul 08 - Cached
  • 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.
  • Eloise Pasteur on 12 Jul 08
     
    Rules about accessing the Teen Grid in Second Life as an adult
Eloise Pasteur

Drawing a Roadmap: Barriers and Challenges to Designing the Ideal Virtual World for Hig... - 0 views

connect.educause.edu/...47223

barriers education life second virtual world

shared by Eloise Pasteur on 18 Sep 08 - Cached
  • So why should higher education be concerned about virtual worlds for those under eighteen? There are several reasons.
  • First, an increasing number of colleges and universities are enrolling students who are younger than eighteen.
  • Second, allowing interaction between high school and postsecondary students increases the potential for mentoring and outreach. As institutions become more competitive, many are trying to attract high school students earlier, sometimes starting when they are freshmen.
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  • Third, a secure multi-age virtual world would provide educators with a rich environment in which to study instructional practices.
  • Individuals using computer resources belonging to The University of Arizona must act in a responsible manner, in compliance with law and University policies, and with respect for the rights of others using a shared resource. The right of free expression and academic inquiry is tempered by the rights of others to privacy, freedom from intimidation or harassment, protection of intellectual property, ownership of data, and security of information.” Although this policy seems fairly straightforward, the ten “Acceptable Use Guidelines” meant to clarify this policy instead introduce confusion. For example, Guideline 3, which instructs the computer user to “clearly and accurately identify one's self in electronic communications,” adds: “Do not forge or misrepresent one's identity. Concealing or masking the identity of electronic communications such as altering the source of an email message by making it appear as if the message was sent by someone else is a violation of this policy.”14 So a student knows that altering the sender of an e-mail is against policy, but what about creating an avatar? And what about the faculty member who asks students to create an avatar with a totally fictitious name? Are the faculty member and the students in violation of this policy?
  • an instructional technologist at the University of Arizona,was supporting the implementation of Second Life in a General Education class. She was concerned about the interesting style of dress, or lack thereof, that is often seen in Second Life and felt she needed to develop a dress code for the virtual class.15 But when the vice-provost for instruction and I were discussing the process for modifying the current dress code of the university, we discovered that the university does not even have a dress code for everyday life.16
  • For example, at the University of Arizona, faculty have expressed frustration because they cannot learn how to sit down in virtual worlds or because they cannot figure out how to correctly set the hair on their avatar. Because of these frustrations, they tend not to invest the time needed to explore the world as an instructional resource. However, as the NMC’s Levine has pointed out: “In our first life, it generally takes us maybe eighteen years . . . to get to be fully functional adults. It’s an evolutionary process. A virtual world that had a short learning curve would be something not very interesting. So I think an ideal virtual world needs some of that complexity.”17 The challenge thus becomes how to select a virtual world that has the necessary complexity to keep users engaged while developing strategies and structures to support them as they learn.
  • Even more important is that if an institution wants to implement a virtual world of any type, it needs to convince faculty that the early adopters are, in fact, not all mad and that the tool does have value. Instruction may just be in a form with which the faculty is unfamiliar. Therefore the institution must begin by offering faculty, staff, and students the time and support to perform simple tasks like learning how to navigate the environment. Faculty must then be assisted in visualizing something outside of their understanding of what it means to be a teacher.
  • Perhaps as important as setting goals and providing resources is developing realistic assessments of the project’s success. For example, in a virtual world such as Second Life, what are the metrics that will be used to determine the institution’s return on investment?
  • Eloise Pasteur on 18 Sep 08
     
    A thoughtful analysis of the education institution's barriers to engaging in Second Life or other virtual worlds.
Irfan Alam

Learn Quran Online: 3 Efficient Ways to Learn It by Heart - 0 views

goarticles.com/...9465765

Learn Quran Online

shared by Irfan Alam on 15 Oct 14 - No Cached
  • Irfan Alam on 15 Oct 14
     
    Quran is the holy book in Islam religion and it is believed universally that Quran is the blessing of Allah (The Almighty). His blessings are transcribed here in the form of verse. Muslims read this holy book as an emblem of their submission to their religion and to express the respect toward the code of life as described in Quran. Not only Quran helps an individual to be a better person by mind, many of the dictums expressed in Quran have been proven as scientific that make us aware about the divine power of this holy book. It is strongly believed that reading Quran by heart helps a human being to be a better individual by thought, action, and spiritual level of mind. But how it is possible to learn Quran by heart? It is possible even if you do not have any teacher at your home. In these cases you can learn Quran online with the help of some quality virtual resources.
  • Irfan Alam on 15 Oct 14
     
    Quran is the holy book in Islam religion and it is believed universally that Quran is the blessing of Allah (The Almighty). His blessings are transcribed here in the form of verse. Muslims read this holy book as an emblem of their submission to their religion and to express the respect toward the code of life as described in Quran. Not only Quran helps an individual to be a better person by mind, many of the dictums expressed in Quran have been proven as scientific that make us aware about the divine power of this holy book. It is strongly believed that reading Quran by heart helps a human being to be a better individual by thought, action, and spiritual level of mind. But how it is possible to learn Quran by heart? It is possible even if you do not have any teacher at your home. In these cases you can learn Quran online with the help of some quality virtual resources.
patricajohnson51

Elevate Your Networking Education with Cutting-Edge Packet Tracer Assignment Writing Help - 7 views

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started by brandywright021 on 30 Nov 23 1 follow-up, last by patricajohnson51 on 30 Dec 23
Ann Steckel

Different ways to do the same thing - Second Life Wiki - 0 views

wiki.secondlife.com/...rent_ways_to_do_the_same_thing

shared by Ann Steckel on 17 Sep 10 - No Cached
  • Ann Steckel on 17 Sep 10
     
    "Camera controls In the Viewer's user interface, there's the Camera controls. Like Move, all camera controls have keyboard equivalents. These shortcuts are more complicated than movement controls because they require pressing several keys (and/or the left mouse button) simultaneously, so there's a healthy proportion of Residents using one way or the other - or both. "Special keys" keyboard shortcut "Letter keys" keyboard shortcut Mouse-inclusive equivalent Change focus point and center it in the Viewer window n/a n/a Alt + left-click Zoom camera in Alt+↑ Alt+W Alt + hold left mouse button and drag up Zoom camera out Alt+↓ Alt+S Alt + hold left mouse button and drag down Zoom in (different than "Zoom camera" above, changes view angle, not distance) Ctrl+0 n/a n/a Zoom default (different than "Zoom camera" above, changes view angle, not distance) Ctrl+9 n/a n/a Zoom out (different than "Zoom camera" above, changes view angle, not distance) Ctrl+8 n/a n/a Orbit up Alt+Ctr+↑ Alt+Ctrl+W Alt+Ctrl + hold left mouse button and drag up Orbit down Alt+Ctrl+↓ Alt+Ctrl+S Alt+Ctrl + hold left mouse button and drag down Orbit left Alt+Ctrl+← Alt+Ctrl+W Alt+Ctrl + hold left mouse button and drag left Orbit right Alt+Ctrl+→ Alt+Ctrlk+S Alt+Ctrl + hold left mouse button and drag right Pan up Alt+Ctrl+Shift ⇧+↑ Alt+Ctrl+Shift ⇧+W Alt+Ctrl+Shift ⇧ + hold left mouse button and drag down Pan down Alt+Ctrl+Shift ⇧+↓ Alt+Ctrl+Shift ⇧+S Alt+Ctrl+Shift ⇧ + hold left mouse button and drag up Pan left Alt+Ctrl+Shift ⇧+← Alt+Ctrl+Shift ⇧+A (This conflicts with the shortcut for Debug Avatar Textures) Alt+Ctrl+Shift ⇧ + hold left mouse button and drag right Pan right Alt+Ctrl+Shift ⇧+→ Alt+Ctrl+Shift ⇧+D (This conflicts with the shortcut for enabling the Advanced menu) Alt+Ctrl+Shift ⇧ + hold left mouse button and drag left Another variant of the camera controls is found in Build menu > Focus Tool, where
Uyendt (*-*)

Acne scarring: Causes and types - Health care A to Z - 0 views

Acne seems like a never-ending nightmare doesn’t it? You’ve finally got rid of those embarrassing zits and have spent a bundle of cash in the process and what do you have to show for ...

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started by Uyendt (*-*) on 27 Sep 11 no follow-up yet
dmstudio

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Eloise Pasteur

University Affairs- Studies in Second Life - 0 views

www.universityaffairs.ca/...studies-in-second-life.aspx

Second Life university education Canadian review

shared by Eloise Pasteur on 22 Dec 08 - Cached
  • “I thought, ‘Gosh, this is amazing! You can teach classes in it’,” he recalls. The first time he taught a course registered in Second Life, Professor Washburn, a.k.a. Duncan Innis, led a 15-week, one-hour lecture to 25 students in the island’s amphitheatre.
  • There is no audio, just words flashing on screen like an MSN chat session. The discussion veers from “fluff journalism” to magazine branding. Nobody raises their hand to voice an opinion; an avatar makes a typing motion in the air if it wants to comment. Professor Washburn and his students often interrupt each other, since you can type whenever you want.
  • The learning curve that comes with Second Life is a drawback mentioned by all professors, online communications personnel and students, and this is one factor that makes some universities reluctant to use the program. Jason Toal, who works at SFU as an experience designer, spearheads most of the university’s projects in Second Life. “If you’re going to use Second Life for your course, you need to spend at least the first couple of classes teaching your students how to use it,” he says. “You have to walk them through what it’s all about, how to hook it on your computer.”
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  • In an instant messaging conversation during Robert Washburn’s journalism lecture at Loyalist, Urqhart, whose real name is Tyson Jewell, reveals his frustrations with Second Life. He says the heavy computer requirements can be a hassle for students who can’t afford sophisticated video cards or a faster Internet connection. Because of this, some students have to come to school anyway to use a computer inside a lab or a library to attend their Second Life classes. There are various other technical problems, such as the glitch in the program that caused Mr. Jewell’s classmate to be locked out of his account. And, ironically, Second Life battles against the one thing that has propelled its popularity: the rapid advances in technology.
  • Finally, everyone who was interviewed for this article agrees that virtual worlds like Second Life won’t completely overtake normal classroom settings. However, they do believe that three-dimensional online classes and assignments will become a staple in Canadian education – and that’s for real.
  • Eloise Pasteur on 22 Dec 08
     
    Overview of Canadian HE in Second Life
James OReilly

Training Industry Quarterly - Summer 2010 [6 - 7] - 9 views

www.nxtbook.com/...tiq_2010summer

shared by James OReilly on 31 Jul 10 - Cached
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Vicki Davis

Skills and Strategies | Doodling, Sketching and 'Mind Mapping' as Learning Tools - The ... - 24 views

learning.blogs.nytimes.com/...mind-mapping-as-learning-tools

education sketchnoting sketchnotes visual notetaking mind mapping

shared by Vicki Davis on 29 Sep 15 - No Cached
Eloise Pasteur

EDUCAUSE Review - Why IT Matters to Higher Education | EDUCAUSE CONNECT - 0 views

connect.educause.edu/er

academic education journal life second

shared by Eloise Pasteur on 17 Sep 08 - Cached
  • Virtual Worlds? “Outlook Good”
  • Virtual Worlds? “Outlook Good” AJ Kelton (“AJ Brooks”) Whether it is Second Life or another virtual world, this foundational movement is not going away. The question to be addressed in the coming months and years is how higher education and, subsequently, individual institutions will determine the best way to continue to move forward with virtual worlds.
  • Higher Education as Virtual Conversation Sarah Robbins-Bell (“Intellagirl Tully”) Virtual worlds can become an important tool in an educator’s arsenal. But using this tool requires a shift in thinking and an adjustment in pedagogical methods that will embrace the community, the fluid identity, and the participation—indeed, the increased conversation—that virtual spaces can provide.
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  • Educational Frontiers: Learning in a Virtual World Cynthia M. Calongne (“Lyr Lobo”) The use of virtual worlds expands on the campus-based and online classrooms, enhancing learning experiences. Classes in virtual worlds offer opportunities for visualization, simulation, enhanced social networks, and shared learning experiences.
  • Looking to the Future: Higher Education in the Metaverse Chris Collins (“Fleep Tuque”) Beyond the capabilities that virtual worlds offer us at the moment, it is the possibilities that we can imagine for the future that may be the most compelling. Virtual worlds technology, like the Internet in general, is changing the way we access and experience information and the way we can access and connect with each other.
  • Drawing a Roadmap: Barriers and Challenges to Designing the Ideal Virtual World for Higher Education Chris Johnson (“ScubaChris Wollongong”) When using a roadmap, one can take many different paths to reach a desired destination. Similarly, institutions can take many different turns along the road to implementing an ideal virtual world for higher education.
  • Alan Levine, New Media Consortium: The NMC Campus P. F. Anderson and Marc R. Stephens, University of Michigan: Wolverine Island Mary Anne Clark, Texas Wesleyan University: Genome Island Chris Collins and Ronald W. Millard, University of Cincinnati: Galapagos Islands in Second Life Ben Digman, University of Kansas Medical Center: KUMC Isle Larry Dugan, Finger Lakes Community College, and Terry Keys, Monroe Community College, SUNY LIVE Michael Gardner and John Scott, University of Essex, and Bernard Horan, Sun Microsystems: MiRTLE Adrienne Gauthier and Christopher Impey, University of Arizona: ASTR202, Exploring Life in the Universe Anne P. Massey, Indiana University, and Mitzi Montoya, North Carolina State University: Managing the Services Lifecycle Janet Nepkie, James Greenberg, and Harry E. Pence, State University of New York at Oneonta: SUNY Oneonta Music Project Ulrich Rauch, University of Trinidad and Tobago, and Tim Wang, Marvin Cohodas, and Negin Mirriahi, University of British Columbia: Arts Metaverse Beth Ritter-Guth, The Hotchkiss School, Laura Nicosia, Montclair State University, and Eloise Pasteur, Eloise Pasteur Educational Designs: Literature Alive!
  • Eloise Pasteur on 17 Sep 08
     
    Articles in the EDUCAUSE Review on virtual worlds
Eloise Pasteur

Dusan Writer's Metaverse » Findings Published about Virtual Learning in Seco... - 0 views

dusanwriter.com/...irtual-learning-in-second-life

Second Life education research

shared by Eloise Pasteur on 10 Nov 08 - Cached
  • Second Life and other virtual worlds can never fully replace in-class learning, but that virtual learning is reshaping what happens in the classroom and will be a valuable add-on learning tool in the future.
  • There are benefits in face–to–face education and in real physical presence that are difficult to achieve in other learning environments.
  • Education in Second Life is closer to face–to–face education than traditional methods in distance education that are based on asynchronous communication and two–dimensional media. Second Life provides options for multi-modality in communication (voice, chat, gestures, space) that make learning fun — always a desired outcome.
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  • the concept of interreality - the integration of physical and virtual worlds - is ‘an advantage in distance education, if it can bring distance education closer to face-to-face education.’
  • It is also worth noting that of the 30 students that participated, only a few had difficulty navigating through Second Life and most felt that it was superior to other Web-based learning environments.
  • Eloise Pasteur on 10 Nov 08
     
    Quick summary of a paper about teaching IRL.
Eloise Pasteur

Dusan Writer's Metaverse » Educational Institutions Spread Their Wings in Se... - 0 views

dusanwriter.com/?p=717

education second life uk us

shared by Eloise Pasteur on 10 Jul 08 - Cached
  • At George Washington University in Washington State, a graduate-level course in instructional design was created by David Cillay, an assistant dean for distance education, as reported on TMC.net. The course was taught completely in Second Life, with the students, using their avatars, communicating with Cillay and one another through the course’s island (learning space) in Second Life. Cillay was impressed with the level of text and voice interaction between the students, even if they were only avatars onscreen. The students discussed what ‘instructional design means’ and took field trips to other SL locales such as a nuclear power plant.
  • Across the pond, City College Norwich in the UK is forging ahead with its own island. The location will give users a virtual tour of the campus and access to training and job vacancies. The school also hopes, down the line, to develop an educational presence. “Second Life has fantastic potential for learning,” said Dick Palmer, the principal, “which we will be starting to use more fully next year. For example, our new diploma students will come from lots of different areas, but Second Life will allow students to get together in an informal learning zone. We are excited to be embarking upon such an innovative initiative.”
  • After the experiment with virtual education at GWU, Cillay offered three recommendations to those thinking of entering the virtual education realm: - Temper your expectations. “There’s a tremendous wow factor for people just discovering ‘Second Life,’ ” he said. Students need some time to adjust and learn how to move and operate in that world. - “Understand what your expectations are,” Cillay said. Rather than expect huge gains in a classroom environment, consider it a first step in educational experimentation. - Give yourself and the students time to explore. “Do some research ahead of time, so you know the environment and find out what other educators are doing there,” said Cillay.
  • Eloise Pasteur on 10 Jul 08
     
    Summary of comments from the US and UK about education in Second Life
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