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Nancy Noah

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shared by Nancy Noah on 19 Dec 13 - No Cached
  • Nancy Noah on 19 Dec 13
     
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Eloise Pasteur

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

connect.educause.edu/...47221

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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.
  • ...3 more annotations...
  • 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.
edustudy

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shared by edustudy on 19 Apr 18 - No Cached
  • edustudy on 19 Apr 18
     
    "SR Engineering College is established in 2002, which is sponsored by Sri Rajeshwara Educational Society. SREC is the high-end technical educational community, where the campus infrastructure is superior"
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shared by block_chain_ on 01 Jul 19 - No Cached
  • block_chain_ on 01 Jul 19
     
    A blockchain is a distributed decentralized ledger which is spread across a network which is shared over a peer-to-peer setup. This means that data exchange happens directly and there is no central authority which controls or manipulates it.
block_chain_

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www.blockchain-council.org/...-transforming-seafood-industry

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shared by block_chain_ on 23 Mar 20 - No Cached
  • block_chain_ on 23 Mar 20
     
    The seafood industry is one of the world's largest and oldest market sectors. As the industry is made up of complex global supply chains, it is subjected to suffer from social and environmental challenges. Traceability and transparency along these supply chains are the major concerns that can be fulfilled by the potential value of blockchain technology.
mian_asad

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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
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  • 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.
Nancy Noah

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shared by Nancy Noah on 19 Dec 13 - No Cached
  • Nancy Noah on 19 Dec 13
     
    Documentation and formatting is an important part of best academic writing. Numerous styles of formatting and documenting papers are in existence today. A good example is the Chicago style guide. Chicago style guide was developed in 1906 by the University of Chicago. It is mainly used in writing book publications but some times this style is also applied in writing academic papers such as essays, terms papers, research papers, thesis and dissertations. There are several features that distinguish Chicago style guide papers from other papers written using other writing styles. One of these features in the method of documenting sources. The Chicago manual guide allows the use of two methods of documenting sources. The first is the note/ bibliography system. The note/ bibliography system involves citing sources inside texts by use markers. The Chicago style guide defines markers as hypertext or raised numbers that are placed at the end of the sentence that contain ideas from the sources. Whenever, an idea from an external source is mentioned in the sentence a raised Arabic number is placed at the end of the sentence. The numbers are sequentially placed through out the papers.
Nancy Noah

Academic Research - 0 views

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shared by Nancy Noah on 19 Dec 13 - No Cached
  • Nancy Noah on 19 Dec 13
     
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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.
  • ...6 more annotations...
  • 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.
Eloise Pasteur

E.V.A. essential voicechat advancement (Second Life Speech Tools) | SECOND LIFE PROFESS... - 0 views

www.secondlifeprofessionals.com/en

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shared by Eloise Pasteur on 31 Aug 08 - Cached
  • ou can hear the text which people are writing to the textchat as a human voices! You can stream using Second Life voicechat your chat text by a human voice of your selection - man or woman voice, any language, accent, age etc. (basic english voices included, fairly usable, but for better results it's needed to get professional voices from internet) You can even use speech recognition and convert in text what you are telling to the microphone!
  • And what exactly is E.V.A.? Is is a special software voice interface for Second Life (for MS-Windows platform and S.A.P.I. 5 only so far). Simply said - it is a "text to speech" and "speech to text" software interface connected to the SL text chat, an enhancement of the Second Life integrated voice chat or is even usable without it.
  • Question: How is program getting text from the SL? Will I need to setup something in prefferences? Answer: Yes, you will need to enable chat logging at the Comunication tab in SL prefferences panel. Program is reading the text from the chat log file
  • Eloise Pasteur on 31 Aug 08
     
    A page (in very interesting English) describing a Windows only plug-in for text-to-voice add on to Second Life.
dmstudio

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Victorious Kidss Educares Pune

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  • Victorious Kidss Educares Pune on 10 May 16
     
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  • Yasagun K. Michi on 05 Sep 12
     
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  • Alfred Bernard on 28 Sep 13
     
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  • Scott Kahler on 30 Jul 08
     
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