Blending Learning: Real experiences with virtual worlds
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Transcript of Blending Learning: Real experiences with virtual worlds
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Blending Learning: Real experiences with virtual worlds
John G HedbergSchool of Education
Macquarie University
Saudi ArabiaFebruary 2011
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Textbooks and representationof ideas
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Digital technologies disrupt!
• Disruptive technology — a new technological innovation that displaces an existing dominant technology (Christensen, 2003)
Time
Per
form
ance
Low quality use
High quality use
Disruptive
technology
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Digital technologies disrupt content delivery
Tutoring Tools
Online courses
Teacher deliveredIn
crea
sing
Custo
miza
tionIn
crea
sing
Cos
ts
eg Web 2.0 Social networkingNow
In five years
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Putting technological, pedagogical, and content knowledge together
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Earlier lessons of Blending
• Dependence on student-driven learning strategies
• Need to understand how teachers and students communicate between and among
• Students need to take the initiative, and to judge and interpret
• How the technologies underpin the learning activities
Lefoe & Hedberg (2006)
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Web 2.0basic service: web1.0 web 2.0 characteristics:
Online advertisement
DoubleClick Google AdSense
Dynamic advertisement based on the page content
Photo sharing Ofoto Flickr & MySpace
Personalized templates, tagging, annotating & commentWebsite personal
websitesblogging
File sharing Akamai BitTorrent Peer to peer source & each downloading machine becomes serverMusic sharing mp3.com Napster
Online encyclopaedia
Britannica Online
Wikipedia Open content & collaboratively written
Online event organizing
Evite upcoming.org & EVDB
Event request & comments from collective users
Identity domain name speculation
search engine optimization
Marketability
Visitors volume page views cost per click Navigation behaviourinterfacing 2
programsscreen scraping
web services Merging into 1 platform: The Web.
Centralized authorship
Publishing participation Democratization of authorship
Centralized managed content
content management
wikis Open content
Pre-defined directories (taxonomy)
tagging ("folksonomy"
)
User-defined
Single provider stickiness syndication Federated provider
O'Reilly, 2005
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Characteristics of Web 2.0
• open content (creative commons sharing) • microcontent—focus on small relevant
elements• user generated • collective intelligence • social construction of knowledge
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ICT in the next 5 years
• One Year or Less– Mobile computing including
geo-aware applications– Open content
• Two to Three Years– Electronic Books– Simple augmented reality
including mashups• Four to Five Years
– Gesture-based computing– Visual data analysis
Educause 2010 horizon report
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and again … http://www.go2web20.net/ in Wordle
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Choice of representation
Teacher/Designer’s representation
Manipulable representation
Constructed representation
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Shared creation of content
http://voicethread.com/
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Dialogic digital content
http:/www.xtranormal.com/
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Annotation for scaffolding and personal reflection
• Using other content you can overlay a set of your own resources with your own folksonomies
Video and dialogue linked
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Digital representation and engagement
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Quest Atlantis —3D MUVE
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Virtual versus Real contexts
• Virtual worlds offer unique opportunities for authentic learning contexts– Simulated social phenomena – Represented by dynamic characters – Learners can explore concepts and ideas in safe
and scaffolded learning contexts– Experience can transfer to the real world– Possible to explore assessment options– Need to choose a course of action to achieve a
goal
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Virtual versus Real contexts
• Real worlds require flexible, non-linear narratives with uncertain outcomes
• In the virtual context the verisimilitude of the context will determine how closely the learner achieves goals, chooses representations and interacts with objects
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Design Characteristics of the Virtual world
Representational opportunities
Strategies for meaningful interpretation
Space Design narrativeTime Exploratory narrativePlace Role play narrativeAvatars Supportive modifiers Type of goals Game elements Scaffolding Collaborative options User contribution
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3D Worlds
• Designing and creating not just playing
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Multi-User Virtual Environments
“electronic environments that visually mimic complex physical spaces, where people can interact with each other and with virtual objects, and where people are represented by animated characters” (Bainbridge, 2007)
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Situated knowing and learning
• People learn and solve problems by: – reflecting on their previous embodied
experiences, and
– using the resources that are situated within their current context.
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Situative embodiment
Students need to: – Enter into a situation narratively and perceptually– Be goal-directed– Have a legitimate role– Perform consequential actionsBarab, Zuiker, Warren, Hickey, Ingram-Goble, Kwon, et
al. (2007)
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The Challenge of Construction
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Opportunities
• Engagement with problems through the manipulation of spatial artefacts. – A different set of conceptual tools may be applied
by students to solve these problems.
• More flexibility for student-generated narratives.
• Opportunities for links to the ‘real’ world and for collaboration.
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Challenges
• Learning the construction tools. – May require different approaches for students of
different ages.
• Aligning the learning outcomes to the problems/activities. – Need to reconsider the types of activities within
the constraints of the MUVE platform.
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Project Overview• Explore how using virtual world construction tools
for modeling impacts student design processes and development of spatial awareness.
• Student objective: Create site-specific artworks within the school– The virtual world is a modelling tool for
students to individually model their ideas for the final artwork.
– Final (physical) artworksare constructed in groups.
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3D Worlds
A picture of the real world wall
and the same wall inside the 3D world
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Activities 1 & 2Learning the Construction Tools
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Activity 4Modelling the Site-Specific Artwork
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3D Worlds designed for students to practice within
and some ideas for how to build a sculpture within them
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Activity 4Modelling the Site-Specific Artwork
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Teacher Feedback
"This is truly innovative! The limitations of working in a real world/site space are now defunct as the virtual world has negligible limitations on what you can create. The spin-off is that concepts can be realised quickly allowing for creative solutions."
"The whole program has been very positive in building the kids self confidence.I feel they are more empowered and have stronger initiative. Wonderful to see."
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Mobility and meaningful learning contexts
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Designing for mobility
• Pedagogical decisions often include:– positioning field work within the teaching sequence
of the topic being studied,– the content and structure of the day’s activities,– selection of appropriate technologies to support
student activities,– organisation of student groups and student roles
within the group.
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Mobility, social learning and geographical ideas • How do students help each other explore and
navigate unfamiliar environments• What is the nature and quality of non-mediated, real-
time, text-based debate between students, and how they might use multimedia recorded in situ to augment their views
• How students transpose their conceptions of locations into two-dimensional representations, and how these transpositions can be successfully communicated to their peers
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Structured academic controversy
• Team A explores an area, gathering evidence to support a given point-of-view
• Team B explores same area, gathering evidence to support a different point-of-view
• Engage in a Structured Academic Controversy regarding the optimal land-use of the given area
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Preparing arguments
Time 0037 0010 0300
1557 Here has a lot of clinics provide for people to use...
1601 We can find many food stalls therefore people can find a place to eat very easy. Here we also dry and wet markets.
1605 There is no mrt nearby so it’s very inconvenient. The streets are very dirty and dusty because of the heavy traffic. Roads very congested. Flat construction take very long. Supported by the photos we send just now. 3 yrs.
Senior citizen corner provide a place for elders to gather. Fitness corner and swimming pool allow residents to exercise to stay healthy.. Community club allows different races to build relationship.
1606 There is lots of wet market, bus stops banks recreation shopping centre
1608 Lots of markets,bank, shopping centre,provision shop,coffee shop, mini mart, a community centre,bus stop, citizen corner, playground, upgrading on hdb
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Results — Structured Academic Controversy
Phase This study
Pilot Garrision et al, 2001
Fahy, 2002
exploration 60%(483 out of 806)
63% 75% 62%
integration 30% (241)
28% 19% 14%
resolution 10% (82) 9% 6% 20%
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Outcomes
• Structured Academic Controversy in the context of a field-based mobile-telephony learning environment does result in a worthwhile contribution to practical inquiry and increased written output.
• High number of messages sent during the integration phase can be accounted for by the structure imposed by the Academic Controversy.
• Garrison et al (2001) suggest integration appears to be “more challenging than exploration” for learners,
• As a consequence, “students will be more comfortable remaining in a continuous exploration mode”
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Pedagogies in the networked digital age
• Re-creation of narrative• Transduction especially visualization of ideas• Dimensionality — virtual worlds• Re-use and re-mix of resources• Annotation in a variety of media• Mobility — changing place and time, screen size,
cloud computing• Social construction of knowledge — locus of control
and group participation
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Contact
John G HedbergProfessor ICT and EducationSchool of EducationMacquarie University NSW 2109Australia