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Belma Gaukrodger

Turning Immigrants to Citizens: Merits of the pedagogical shift in 3D Virtual Learnin... - 0 views

www.infonomics-society.org/...%20Learning%20Environments.pdf

3DVLEs Pedagogy Second Life

shared by Belma Gaukrodger on 21 Sep 11 - No Cached
  • Belma Gaukrodger on 21 Sep 11
     
    Abstract The extent of reliance of current generations of students on information and communication technology (ICT) for education has been a debatable issue for decades. Despite this controversy, there is a generalization amongst researchers that fundamental shifting of educational methods towards e-learning is deemed inevitable and beneficial to cater for students' skills and preferences, through newly emergent 3D Virtual Learning Environments (VLEs) like Second Life. This paper derives and critically analyses, using grounded theory, advantageous themes and their sub-concepts of providing e-learning through 3DVLEs.Furthermore it discusses two identified states of learners in 3DVLEs, namely digital natives and digital immigrants, and how these pave the way for emergence of digital citizens in 3DVLEs.
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
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

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.
Surabhi Das

Educational E-Governance Applicatons - MGRM Pinnacle - 0 views

www.mgrmpinnacle.com/...products.html

elearning onlinelearning M-Star integratedplatform E-Governance education softwaresolutions educationtechnology

shared by Surabhi Das on 29 Mar 13 - No Cached
  • Surabhi Das on 29 Mar 13
     
    "MGRM Pinnacle, Inc. products have the unique advantage of the research-based offerings from its technology parent. The research, with its special focus on India, helps MGRM assimilate diverse practices and acquire a cutting edge in implementation of these systems.   M-Star LMS M-Star LMS is a highly-intuitive tool for delivering online courses and distance education. It is a platform that fulfills all the needs of an online learning community and benefits the educators, as well as students, by utilizing a common, cohesive platform."
Paz Villar

¿Cómo nos presentamos a nosotros mismos en un mundo virtual? / Noticias / SIN... - 0 views

www.plataformasinc.es/...ros-mismos-en-un-mundo-virtual

sl leicester learning virtual worlds

shared by Paz Villar on 04 Oct 09 - Cached
  • El centro de investigación sobre “e-learning” de Leicester, Beyond Distance Research Alliance, está analizando la forma en que los grupos de estudiantes socializan e interactúan en entornos virtuales en busca de un intercambio más productivo de información y conocimientos, así como un mejor aprendizaje.
  • os resultados de un estudio similar desarrollado en la London South Bank revelaron percepciones, anteriormente desconocidas, sobre la identidad de los estudiantes cuando éstos actuaban a través de sus avatares, y el impacto que esta presencia virtual tuvo en la forma de debatir y negociar dentro de un grupo.
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
James OReilly

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

immersive-worlds-tool-ranking.grouply.com/...421

shared by James OReilly on 21 Dec 10 - No Cached
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lalita1

Add title - 0 views

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Scott Kahler

AccessText Network - 0 views

www.accesstext.org

Learning differences e-textbooks book exchange beta spring 2009

shared by Scott Kahler on 10 Dec 08 - Cached
  • Scott Kahler on 10 Dec 08
     
    The AccessText Network facilitates and supports the national delivery of alternative textbooks to higher education institutions for students with documented print-related disabilities. Through an AccessText institutional membership, disability service providers have a systematic way of ordering, exchanging, and tracking publisher textbooks. Become an AccessText Members and receive access to: * A national electronic textbook exchange network * Direct publisher data feeds for thousands of higher education textbook titles * Disability textbook request information including file format types and fulfillment times * An online request, approval and textbook tracking system * Technical and training support resources for disability service providers, students and faculty
Sofia Godinho

Será que todos acompanhamos esta nova era? - 0 views

repositorium.sdum.uminho.pt/...Com%20SIIE.pdf

Second Life learning education

shared by Sofia Godinho on 24 Mar 10 - No Cached
  • Sofia Godinho on 24 Mar 10
     
    Penso que será uma mais valia para docentes e alunos, esta nova era de sintetizar conhecimento, partilha do mesmo..esta interacção
usasmmcity

Buy Google Reviews-⭐ ⭐ ⭐ ⭐ ⭐ 5 Star Review... - 0 views

usasmmcity.com/...buy-google-reviews

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shared by usasmmcity on 18 Feb 24 - No Cached
  • usasmmcity on 18 Feb 24
     
    Buy Google Reviews Are you a business proprietor looking to boost your online presence and character? Look no further than the power of Google reviews. In today's digital age, online reviews play a crucial role in shaping consumer perceptions and influencing their purchasing decisions. That's where "Buy Google Reviews" comes into play-a highly effective strategy that allows businesses to purchase positive reviews for their Google My Business listing. In this article, we will explore why buying Google reviews can be a game-changer for your business, providing insights into the benefits, potential risks, and tips on effectively utilizing this strategy. So, whether you're a small local business or an established corporation, let's delve into the world of buying Google reviews to help you make informed decisions and propel your brand to new heights. What Is Google Reviews? In today's digital world, customer reviews have become an integral part of our decision-making process. When we're searching for a product, service, or even a place to eat, we often turn to online reviews to gather insights from others who have had firsthand experiences. One of the most prominent platforms for reviewing businesses is Google Reviews. Google Reviews is a feature offered by the tech giant, Google, that allows users to share their opinions and experiences about local businesses, products, and services. It is an essential component of Google My Business, a tool that enables organizations to manage their online presence, including their business information, reviews, and Google Maps listing. Whenever a user searches for a specific business on Google, they can see a range of information, including the address, phone number, website, and, most notably, the overall rating based on Google Reviews. These ratings often appear in the form of a five-star scale, reflecting the average score from user-generated reviews. Google Reviews offer an open platform for customers to exp
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