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."
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shared by homeschoolonline on 15 Sep 17
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Social Anxiety Disorder and How Virtual High Schools can Help - 0 views
virtualhighschool.tinyblogging.com/-High-Schools-can-Help-7770049
virtual learning high school homeschooling online high school online education
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shared by Eloise Pasteur on 03 Dec 08
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Net Gen Nonsense: More Mythbusting Evidence - 0 views
netgennonsense.blogspot.com/...more-mythbusting-evidence.html
Google generation education Generation Y learning Web2.0
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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."
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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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shared by LUCIAN DUMA on 26 Sep 12
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MY RESEARCH AND TOP 10 WEB 2.0 TOOLS IN XXI CENTURY EDUCATION with http://xeeme.com/Luc... - 0 views
web20education.bo.lt/backtoschooleLearningeNews2012
Top 10 Big #eLearning eNews for #backtoschool 2012 : GlogsterEDU EdFuture CLASS2GO Stanford University Google Course Builder GTA Teachers Accademy Wiziq Academic TedEd TreeHouse Dell Social Inovation StudyHall
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Top 10 Big #eLearning eNews for #backtoschool 2012 : GlogsterEDU , EdFuture, CLASS2GO , Stanford University, Google Course Builder , GTA , Google Teachers Accademy, Wiziq Academic , TedEd , TreeHouse, Dell , Dell Social Inovation , StudyHall .Follow https://twitter.com/web20education
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shared by eMarket Education on 24 Mar 17
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Twitter the Major Players in the Social Media Marketing - 0 views
www.emarketeducation.in/players-social-media-marketing
social media marketing training digital Online
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My First Two Months at Linden Lab « Official Second Life Blog - 0 views
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I’ve come to see a couple of use cases as future killer apps – namely virtual meetings and education.
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Second Life is the only social media/social computing property where, at its core, user-generated content and the economy is the experience. As a result, our estimates place our monetization levels at 3-30x that of major media and social computing properties.
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We generate revenue by selling land (where merchants build stores, land owners rent houses, educators teach and companies meet) and collecting monthly maintenance fees (somewhat analogous to hosting services), charging for currency exchange services (Linden Dollars to US Dollars and vice-versa) and for search and classified ad placement. We also make money as the economy expands and we issue Linden dollars to stabilize the exchange rate.
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You have all of the tools you’d use in a real world meeting
A Gchat with Tao Lin About His Second Life Movie, Social Anxiety and Gchat | Motherboard - 0 views
www.motherboard.tv/...ie-social-anxiety-and-gchat--2
tao second second life life movie social anxiety motherboard
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How to start your Online business, Tips and Resources - 0 views
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What's up? Hope your day went well.. Do you need more clients? Social Marketing Intensive Training Free Webinar On Dec. 4 @ 3PM EST A video marketing and video online genius is holding a free Webinar on Dec.4@ 3PM EST so I figured I should let you know about it because of something that did for me that really helped! This video solved a big problem I had so I feel I owe this one! This free Webinar is going to help you create your own..
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Second Life - The Long Goodbye « That'SLife - 18 views
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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…
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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)
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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.
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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…
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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.
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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?
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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.
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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.
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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.
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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.
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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.
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The Journal of Virtual Worlds and Education - 1 views
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JVWE seeks original papers on the intersection of virtual worlds and education. Submissions are invited on all topics from principles to practice, from abstraction to application. Submitted articles may optionally include digital media that enhances or supports the research, including (but not limited to) machinima, video, podcast samples, and the like.
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Free Repostory and Library of LSL scripts Category: Youtube, - 6 views
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The Internet LSL Script Database & Library is a repository of Second Life™ scripts. Anyone can edit and contribute scripts. There are 724 LSL scripts in the Internet LSL Script Library.
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EU-Policy for Adult Learning - Adult Learning - 9 views
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Dissertation/Thesis Writing Help - 0 views
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Academic Writing Help Virtual-Dissertation.com (Pioneer in Academic Writing) We provide writing help to develop quality Essays, Term Papers, Course work, Thesis and Dissertation, etc. for those who are quality oriented. We cover lots of different subjects such as, Cyber Laws, Cyber Security, English Literature, Anthropology, Social Science, Case Studies, Law, Philosophy, Psychology, IT, Economics, Business, Marketing, Management, Politics, Global Issues and lots of others and we are not to bound only these. Just Contact Us for any query and Order.......We are here at: http://www.Virtual-Dissertation.com
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Educational Frontiers: Learning in a Virtual World (EDUCAUSE Review) | EDUCAUSE CONNECT - 0 views
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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.
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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!
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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.
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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.
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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.