Learning in virtual worlds
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Holmberg - 0 views
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The notion of distance
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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.
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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.
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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
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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.
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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.
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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”.
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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).
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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.
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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.
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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.
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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.
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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).
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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.
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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.
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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.
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Different ways to do the same thing - Second Life Wiki - 0 views
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"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
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Gamasutra - Analysis: Games Create 'Passion Communities' For Learning - 0 views
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Gee sees the current U.S. educational system as inadequate to the task of addressing the problems of an increasingly complex world. He stated that “21st century learning must be about understanding complex systems,” and he believes many video games do a better job at this than the antiquated sender-receiver teaching model that dominates American classrooms.
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“This is an alternative learning system that teaches more effectively than most schools,” Gee observed. “We need to learn how to organize a learning, passion system community. Game designers know how to do this.”
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Passion communities encourage and enable people of all ages to do extraordinary things. Gee believes the 'amateur knowledge' that arises from this immersive involvement often surpasses 'expert knowledge,' and cited fantasy baseball as an example. The boundaries between the 'fantasy' game and the 'real' game have been blurred because fantasy players' expertise in statistical analysis has had a measurable impact on how MLB teams evaluate players.
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Passion communities exist, according to Gee, to “give people status and control, not always money.” He recounted the story of a young girl who began making clothes for her Sims characters. When she wanted more textures than the game provided, she taught herself to use Photoshop to create her own. Eventually, she moved to Second Life and began selling her own original designs. When asked if she planned to pursue her interest in fashion, she said no. “I want to work with computers because they give you power.”
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Gee sees two separate educational systems operating today: one a traditional approach to learning; the other what Gee calls “passion communities.” In Gee's view, the latter produce real knowledge. Video games, virtual worlds and online social networks provide environments in which these passion communities can form and thrive
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“Education isn't about telling people stuff, it's about giving them tools that enable them to see the world in a new and useful way.”
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Gee sees broad implications for students in this regard. “Give students smart tools and let them use them and modify them to suit their purposes.” Such self-motivated learning moves students away from merely consuming knowledge and encourages them to produce knowledge and apply it in meaningful ways.
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Gee clearly situates video games within an overall theory of learning and literacy with genuine power to transform students and equip them to address complex problems.
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Video games are better learning environments than traditional classrooms (to those on the "education in SL list, "Well, D'uh!") but still worth reading and thinking about. Derived from a lecture by Prof. Gee
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Ben 10 Super Cross - 0 views
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: Ben 10 is an adventurer. In this game he is going out again. This time he's on the motorbike. Trying to collect every piece of metal which he thinks would help for something in the future. Hard times are coming for Ben Ten and his motocross is fully stressed out in this game. Try to stay on the bike while riding over different obstacles. It will be easier as you move forward and get some experience. . Hope you enjoyed Ben 10 Super Cross Games Control: Use Arrow keys to control the motocross.
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Super Mario Jump 2 Free Girl Games - 0 views
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Super Mario Jump 2 is a new super mario game. The goal of this game, is to jump higher as possible in the unlimited level. The level is generated randomly. Earn points by jumping on the coins, the bombs and the ennemis and buy new bonus in the shopping center. . Hope you enjoyed Super Mario Jump 2 Games Control: Use Arrows keys to move and jump.
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Advantages of Second Life over web-conferencing - Eloise's thoughts and fancies - 1 views
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Advantages of Second Life over web-conferencing
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Experience - whereas video is a one-way, passive experience, SL is a group one. This is a completely different dynamic, if the presentation makes use of it. If they just passively show a video, they might as well be on the web. Think of it, when done well, as comparing sitting in a movie vs at a comedy show where the audience can yell out comments that are instantly worked into the skit. Collaboration - participants get a completely different experience when they 'see' each other. It is more involving and interactive. This gives the speaker a chance to gather instant feedback, adjusting the presentation on the fly. There is even software for SL that allows participants to give feedback at specified times via their keyboard. Also, we find that "leaders" emerge in virtual focus groups, who often bring out information from others but don't dominate as they might in a "real" focus group. Screening - starting with a larger group, sub-groups can be created based on criteria such as beginners, those giving great feedback, gender, etc. These avatars can be instantly transported into other prepared rooms or SL environments for follow up, further Q&A, take a tour, etc. Also, participants can click on each other's profiles and learn about each other, something many like to do.
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Spatiality - in a three-dimensional space people can move, and use proximity and distance to each other or to objects (for example for group building, voting by feet, to 'physically' separate collaboration tasks from one another, or just to non-verbally communicate preferences). In video conferencing, all you see is somebody else's mimics. There is no concept of space at all - which is crucial, however: remember Nonaka's Ba. Embodiment - being virtually embodied as an avatar can augment the feeling of co-presence, the feeling of being there together with your colleagues, peers, or collaboration team, etc. Directing your virtual representation, you visualize where your attention is at every point in time. In a video conference, nobody knows if you are paying attention or just looking at a totally different application on your screen. Configurability and scriptability - a virtual world can be more than a container for space, physics and avatars. Realized as a reactive, interactive and maybe even intelligently behaving environment it can harbor, support, and augment rich user experiences.
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'Applying it right' would mean here: not to use the virtual world as just a fancy chat system with some visuals in the background provide real interactive experiences instead not to make as many people as possible sit down and watch yet another 2D powerpoint presentation in a 3D world encourage them to use / make them use the new possibilities offered by the system (move, discover, create, modify, interact, ...) not to try to teach them how to use all the menus in the SL software rather let the interactive objects speak for themselves on a simple click (->establish new forms of 'dialogs') leave 2D 'flatland' (info walls, in-world powerpoint presentations) embrace 3Dimensionality
New World Notes: Second Life Coming Soon to Steam with Improved Graphics in Apparent Mo... - 0 views
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EDUCAUSE Review - Why IT Matters to Higher Education | EDUCAUSE CONNECT - 0 views
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Virtual Worlds? “Outlook Good”
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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.
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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.
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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.
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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.
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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!
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Dusan Writer's Metaverse » Educational Institutions Spread Their Wings in Se... - 0 views
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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.
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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.”
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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.
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Carol's thoughts on life, ICT and whatever comes: End of E-safety Session Tour - 0 views
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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
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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.
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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.
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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.
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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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Lab-grown sperm makes healthy offspring - 0 views
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BBC : February 26, 2016, Friday Sperm have been made in the laboratory and used to father healthy baby mice in a pioneering move that could lead to infertility treatments. The Chinese research took a stem cell, converted it into primitive sperm and fertilised an egg to produce healthy pups.
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Why You Should Move to Cloud-Based Telecom Charging System Architecture - online Chargi... - 0 views
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Cloud-based charging system has become a major requirement for telcos due to frequent disruptions in the telecom industry. The biggest reason for you to choose cloud-based telecom charging system architecture over traditional systems is the unmatched flexibility that it offers.
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electrical bare copper wire - 0 views
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Copper's excellent electrical and thermal conductivity provides the most essential, free-moving electrons which electrical wiring requires. Wires must have low resistivity to electrical currents to ensure a power source can push current through. However, it's the combination of these following properties that make copper the industry standard choice.