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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.
Steven Hornik

Innovate: Student Perceptions of a Course Taught in Second Life - 0 views

innovateonline.info/index.php

shared by Steven Hornik on 02 Jun 09 - Cached
  • Virtual worlds, as digital learning objects appear to provide a space for constructivist learning at its best, facilitating more student engagement than the simple discussion boards comprising most online courses.
    • Steven Hornik
      Steven Hornik on 02 Jun 09
       
      A virtual world by itself can not be exptected to create engagement and contrasting virtual worlds with discusson boards is apples vs oranges. Each can serve its purpose and each can be engaging if developed an delivered properly, but alas the opposite is also true.
  • that students will become as motivated by virtual worlds as they are by video games.
    • Steven Hornik
      Steven Hornik on 02 Jun 09
       
      I would like to see the citation for video games being inhrently motivating, and motivated in what way? To play or to learn, they are different things.
  • ...2 more annotations...
  • Most lectures were given in the classroom, so those given in SL, hampered by the slowness of text chat versus face-to-face conversation, suffered by comparison. Many students had to be on campus anyway during scheduled online class activities, leading to situations in which students were text chatting while sitting next to one another in a computer lab.
    • Steven Hornik
      Steven Hornik on 02 Jun 09
       
      This is just a Duh statement, of course students are not going to want to use a virual world platform while they are together in an actual classroom - its contrived and serves no purposed other then the oft mentioned "we hope it motivates the students" but why would it? If you don't use a virual world platform to take advantage of its unique affordances then the outcomes acheived in this study should be expected.
  • understanding the validity and creative procedure for illustrating their papers in a three-dimensional environment
    • Steven Hornik
      Steven Hornik on 02 Jun 09
       
      Again, why use a virtual world for presenting papers in a face2face class?
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.
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shared by usasmmcity on 18 Feb 24 - No Cached
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shared by buy5starshop4165 on 23 Mar 25 - No Cached
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