Design for Learning in *Virtual Worlds

0 %
100 %
Information about Design for Learning in *Virtual Worlds
Education

Published on January 5, 2009

Author: stevenw

Source: slideshare.net

Description

Paper presented at ReLIVE08, Milton Keynes, UK, 21st November 2008.

Dr Steven Warburton, King’s College London, UK Margarita Perez Garcia, Menon EIGG, BE ReLive08 21st November 2008 design for learning in virtual worlds: the tension between control and pedagogical approach

Dr Steven Warburton, King’s College London, UK Margarita Perez Garcia, Menon EIGG, BE ReLive08

21st November 2008

design for learning in virtual worlds:

the tension between control and pedagogical approach

context Practitioners are faced with multiple challenges when shifting their first life experiences to their second life teaching: What are the particular demands of MUVEs that impact on the creation of meaningful learning activities? What happens to expertise when we move from real to virtual spaces? How do we address the design problems that these issues raise?

Practitioners are faced with multiple challenges when shifting their first life experiences to their second life teaching:

What are the particular demands of MUVEs that impact on the creation of meaningful learning activities?

What happens to expertise when we move from real to virtual spaces?

How do we address the design problems that these issues raise?

Hatmaking workshop Analysing Hands-On Workshops: small group, tutor-led teaching settings where the virtual learning space can be found configured in a variety of ways.

Workshop aims: Development of specific competencies in building and/or scripting in-world objects. Text based instruction. Average length: One hour. Organised by non-formal learning providers and offered to the Second Life ‘public’

Methodology: participatory observation (n=20) Followed by: tutor and instructor semi-structured interviews (n=10)

Assessment: of quality of student learning experience

 

Towards: developing a taxonomy of good practices

Validation: by deploying the taxonomy against a new panel of teachers

 

 

key dimensions two polarities are clearly defined: structure: control of the environment pedagogical approach when we map these polarities against each other what do they say about teaching practices in SL?

two polarities are clearly defined:

structure: control of the environment

pedagogical approach

when we map these polarities against each other what do they say about teaching practices in SL?

Mapping control of the environment against pedagogy disorientating mechanical good practice overload

unveiling practitioner profiles Four scenarios: unstructured space + reflective learning : disorientating Not easy and difficult to carry out. The innovator who does not possess SL teaching skills. unstructured space + directive learning : cognitive overload The behaviorist, not innovator or not experienced. The inexperienced teacher that has not mastered SL for teaching. structured environment + directive learning : mechanical Limited transferability. The most common situation: not educational innovators but master the technical aspects of SL for teaching. structured environment + reflective learning : good practice The ideal situation: the innovator fully trained in the use of SL for teaching, using reflection and play to build transferability.

Four scenarios:

unstructured space + reflective learning : disorientating

Not easy and difficult to carry out. The innovator who does not possess SL teaching skills.

unstructured space + directive learning : cognitive overload

The behaviorist, not innovator or not experienced. The inexperienced teacher that has not mastered SL for teaching.

structured environment + directive learning : mechanical

Limited transferability. The most common situation: not educational innovators but master the technical aspects of SL for teaching.

structured environment + reflective learning : good practice

The ideal situation: the innovator fully trained in the use of SL for teaching, using reflection and play to build transferability.

expertise in virtual worlds: teaching versus technical transferring real world teaching experience into virtual spaces is not straightforward and can undermine a sense of expertise how does the teaching ‘expertise’ become destabilised inside a virtual world?

transferring real world teaching experience into virtual spaces is not straightforward and can undermine a sense of expertise

how does the teaching ‘expertise’ become destabilised inside a virtual world?

the expert actor-network the teacher/teaching assemblage consists of a network of human and non-human actors: student [uniform] dress code, classroom layout, the school bell, the teacher voice, teacher appearance and dress codes, tools: whiteboard, teacher position … and so on over time certain behaviours, such as obedience , become stabilised, resistance decreases and these become the norm teaching expertise becomes destabilised when new actors, such as technology , are bought into this network “ Although the teacher has 15 years of experience in academia he found problems while designing the lecture and during the delivery due to the relatively unknown media capabilities.” Martinez (2007). Proceedings SLCC.

the teacher/teaching assemblage consists of a network of human and non-human actors:

student [uniform] dress code, classroom layout, the school bell, the teacher voice, teacher appearance and dress codes, tools: whiteboard, teacher position … and so on

over time certain behaviours, such as obedience , become stabilised, resistance decreases and these become the norm

teaching expertise becomes destabilised when new actors, such as technology , are bought into this network

the taxonomy as a design tool

three design domains 1. space 2. tools 3. processes

design factors we need to address examples of the recurring factors that were uncovered: the need to establish clear communication and interaction policies between students and teacher/s; individualisation of the learning experience is often overlooked; the significant time required for design and preparation of the workshops; the validation of workshops is an iterative process, over time; RL teaching experience does not guarantee SL teaching expertise

examples of the recurring factors that were uncovered:

the need to establish clear communication and interaction policies between students and teacher/s;

individualisation of the learning experience is often overlooked;

the significant time required for design and preparation of the workshops;

the validation of workshops is an iterative process, over time;

RL teaching experience does not guarantee SL teaching expertise

identifying recurring problem spaces we are good at telling stories but bad at sharing design knowledge the explorer and prophet; research and practice - how do we fill the gap? we need to mobilise good design solutions that already exist recurring problem spaces in Second Life: managing identity, self representation; establishing meaningful collaboration: co-construction, cooperation, co-ordination; facilitating authentic relationships via socialisation; developing competences - visual grammar, space design, digital literacies; adopting sound pedagogical approaches; overcoming multilayered technical constraints.

we are good at telling stories but bad at sharing design knowledge

the explorer and prophet; research and practice - how do we fill the gap?

we need to mobilise good design solutions that already exist

recurring problem spaces in Second Life:

managing identity, self representation;

establishing meaningful collaboration: co-construction, cooperation, co-ordination;

facilitating authentic relationships via socialisation;

developing competences - visual grammar, space design, digital literacies;

adopting sound pedagogical approaches;

overcoming multilayered technical constraints.

design patterns articulating and sharing good design solutions: by sharing stories/narratives of practice (what worked and what did not work) e.g. situation/context, task, activities, results, reflection where were you, what were you trying to do, what did you do, what happened, what was successful, not successful identify recurring problems and associated forces abstract the successful [design] solutions share and refine these patterns* and link them together (a design language) * “a problem which occurs over and over again in our environment, and then describes the core of the solution to that problem, in such a way that you can use this solution a million times over, without ever doing it the same way twice” (Christopher Alexander, 1977)

articulating and sharing good design solutions:

by sharing stories/narratives of practice (what worked and what did not work)

e.g. situation/context, task, activities, results, reflection

where were you, what were you trying to do, what did you do, what happened, what was successful, not successful

identify recurring problems and associated forces

abstract the successful [design] solutions

share and refine these patterns* and link them together (a design language)

creating pathways to good design through patterns “ Socialisation before collaboration” - establishing identity leads to authenticity and trust and meaningful collaborative activity “ Think carefully before teaching in the nude” - projecting the correct image is a skill as is reading in-world cultural codes – these both relate to caring about ones avatar and the image projected.

Liquid Learning ( www.liquidlearning.org ) - personal research blog espheres identitaires ( www.margaperez.com ) - personal research blog MUVEnation ( www.muvenation.org ) - EU funded project, 2 years LLL3D ( www.lll3d.org ) - EU funded project, 2 years OpenHabitat ( www.openhabitat.org ) – JISC funded, 15 months Planet ( www.patternlanguagenetwork.org ) these projects aim to: examine good practices for teaching in MUVEs; investigate what works and what does not; explore different learning contexts; develop and test specific learning scenarios develop programmes to help educators integrate MUVEs into their teaching where to find out more

Liquid Learning ( www.liquidlearning.org ) - personal research blog

espheres identitaires ( www.margaperez.com ) - personal research blog

MUVEnation ( www.muvenation.org ) - EU funded project, 2 years

LLL3D ( www.lll3d.org ) - EU funded project, 2 years

OpenHabitat ( www.openhabitat.org ) – JISC funded, 15 months

Planet ( www.patternlanguagenetwork.org )

these projects aim to:

examine good practices for teaching in MUVEs; investigate what works and what does not; explore different learning contexts; develop and test specific learning scenarios

develop programmes to help educators integrate MUVEs into their teaching

Add a comment

Related presentations

Related pages

Design for Learning in Virtual Worlds [WorldCat Entities]

http://schema.org/description " "In this, the first text written specifically on how to design virtual worlds for educational purposes, the authors explore ...
Read more

Assignment 3, Design for Learning in Virtual Worlds - YouTube

Want to watch this again later? Sign in to add this video to a playlist
Read more

Top 20 uses of Virtual Worlds in Education - InformED

... to see the current applications of virtual worlds in ... a virtual presence to focus on learning ... students might design ...
Read more

Design for Learning in Virtual Worlds (Interdisciplinary ...

Design for Learning in Virtual Worlds: Interdisciplinary Approaches to Educational Technology. By Brian C. Nelson and Benjamin E. Erlandson. New York, N.Y ...
Read more

Instructional Design for Virtual Worlds | Experiencing E ...

Welcome to stop #10 on the blog book tour for Learning in 3D! How does the instructional design process change when you're working with virtual ...
Read more

Virtual Learning Worlds | Exploring the power of Games

Virtual Learning Worlds. ... with 3 ‘tiers’ of accessibility for game design, ... I only had a few short visits to Sony’s Virtual World over the ...
Read more

Interaction Design Studio Learning in Virtual Worlds

1 Interaction Design Studio Learning in Virtual Worlds Spyros Vosinakis, Panayiotis Koutsabasis University of the Aegean Department of Product & Systems ...
Read more

Learning And Research In Virtual Worlds

23-05-2016 1/4 Learning And Research In Virtual Worlds ... We provide copy of Logo Design Solutions For Small Business Owners in digital format, so
Read more

Virtual Worlds 3D interior design software, bathroom ...

Virtual Worlds supply professional 3D interior room ... Virtual Tiling; SAR; Viewer App; ... Virtual Worlds '3D Design' products are unique and are the ...
Read more

DesignWorlds for Learning Home

Organization that works with schools, homes, and corporations to create virtual design communities for learning. Features articles, project examples, news ...
Read more