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Cathy Arreguin

Video Links (Second Life Resources) - 16 views

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    Google Site of Second Life Resources compiled by Brenda Boyd (and others). Geared towards education and training uses of Second Life.
Cathy Arreguin

voyeurism: Co-presence + Dimensionality = Identity-formation - 0 views

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    Pedagogical affordances of VW and SL: Co-presence, identity and persistence. Good article for discussion
Vicki Davis

Digiteen Dream Team: How To Create Landmarks In OpenSim - 0 views

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    Tutorials my students are making about how to do things in OpenSim (comparable to second life.)
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    My students on the "jing strand" of digiteen are doing a very nice job teaching others how to do things in OpenSim (works the same in Second Life) - in this tutorial, you learn how to make landmarks.
Eloise Pasteur

Net Gen Nonsense: More Mythbusting Evidence - 0 views

  • Two British researchers have just completed a study of undergraduate students that found "many young students are far from being the epitomic global, connected, socially-networked technologically-fluent digital native who has little patience for passive and linear forms of learning."
  • Instead, the study found that students use a limited range of technologies for both formal and informal learning and that there is a "very low level of use and familiarity with collaborative knowledge creation tools such as wikis, virtual worlds, personal web publishing, and other emergent social technologies."
  • The study included a questionnaire survey of 160 students, followed up by in-depth interviews with 8 students and 8 staff members at both institutions. The findings show that many young students are far from being the epitomic global, connected, socially-networked technologically-fluent digital native who has little patience for passive and linear forms of learning. Students use a limited range of technologies for formal and informal learning. These are mainly established ICTs - institutional VLE, Google and Wikipedia and mobile phones. Students make limited, recreational use of social technologies such as media sharing tools and social networking. Findings point to a very low level of use and familiarity with collaborative knowledge creation tools such as wikis, virtual worlds, personal web publishing, and other emergent social technologies.
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  • The study did not find evidence to support the claims regarding students adopting radically different patterns of knowledge creation and sharing suggested by some previous studies. This study reveals that students’ attitudes to learning appear to be influenced by the approaches adopted by their lecturers. Far from demanding lecturers change their practice, students appear to conform to fairly traditional pedagogies, albeit with minor uses of technology tools that deliver content. In fact their expectations were that they would be “taught” in traditional ways – even though many of these students were engaged in courses that are viewed by these Universities as adopting innovative approaches to technology-enhanced learning.
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    The myth of the google generation and how they learn
Cathy Arreguin

Not Possible IRL: Storytelling with the help of Second Life - 0 views

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    Using Second Life photographs to illustrate a story. A 3D way of "doodling" to come up with character, setting and plot
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    Using Second Life photography to illustrate a story. A 3D way of "drawing" to come up with character, setting and plot
Kim FLINTOFF

EDTECH Island Home - EDTECH Island - 2 views

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    Training Teachers in Virtual Worlds
Cathy Arreguin

Open Content for Educators on Learning « NMC Virtual Worlds - 0 views

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

SLurl: Location-Based Linking in Second Life - 0 views

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    A narrative problem-based game created in Second Life.
Eloise Pasteur

Will Lively be Moribund? - Eloise's thoughts and fancies - 0 views

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    My thoughts on Lively, and indirectly on why educators use SL!
Eloise Pasteur

How the Google generation thinks differently - Times Online - 0 views

    • Eloise Pasteur
       
      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”.
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    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
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