From Virtual Learning Environments to Pervasive Learning Environments
Creating teacher free learning environments in the virtual world
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Transcript of Creating teacher free learning environments in the virtual world
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Hsiao-Cheng (Sandrine) Han/ Kristy Handrick
University of British Columbia
Faculty of Education
Department of Curriculum and Pedagogy
Creating teacher-free learning environments in the virtual world: Possibilities and difficulties
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• Virtual learning environment • Activity lead by instructors
• Discussions are important
• Time spent on building virtual learning environment• One environment for all purposes
• One environment for only 1 purpose
• Role of instructor• Designing virtual learning environment
• Lead in class activity and discussions
Research Background
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• In class
• Active
• Vivid
• After class
• Deserted place
• Unknown purpose
• With large amount of information
Usage of virtual learning environment
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• UBC EDCP 585, visual learning in3D animated virtual worlds, course content and design
• Difference between 2013 & 2014 courses
Course background
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Year 2013 2014
Number of students
9 students 10 students
Students’academic background
1 Math education, 1music education, 5 civic education, 1 art education, 1 adult language education
6 Art education, 1museum education, 1 educational technology, 2 math education
Students’cultural background
5 students from China, 1 from Japan, 1 from Ukraine, 1 from Ghana, and 1 from Canada.
2 from China, 1 from the US, 1 from Taiwan, 2 from Canada, 1 from Ghana, 1 from Iran, 1 from Pakistan, and 1 from Guatemala
• 2013 focus
• Cultural authenticity
• Imagery authenticity
• 2014 focus
• Real and virtual
• Gamifiedpedagogy
Difference between 2013 course and 2014 course
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• Elements of a teacher-free learning environment• Gamified pedagogy
• From short term goals to long term goals
• Rewards • Showcase • Practice area
• Storyline • Clear instruction
• Visual clues
• Gamified pedagogy (Han, in press) • using a spiral curriculum
for students to learn advanced tasks by starting with basic skills;
• setting clear short term and long term goals;
• rewarding students when they achieve each level;
• forming a learning community with a showcase for student work; and
• providing a safety net for students to explore and practice
Gamified Pedagogy: Elements of a teacher-free learning environment
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• 6 student chose to create teacher-free virtual learning environments.
• Design elements and principles
• Storytelling
• Expression training
• Texture and shapes
• Leadership
• Asia-pacific virtual museum
Teacher-free virtual learning environment by students
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• Fun, engaging
• No time limitation
• Pressure free assessment
• Station activities,
• Role play,
• Hands-on practice
• Learning maze
• Showcase
• Treasure Hunt
• Asynchronizeddiscussion
Possibilities of creating teacher-free virtual learning environments
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• Creating storyline for courses are not easy
• Creating activities for courses are not easy
• Creating interactive objects requires higher building and scripting skills
• Users might just want to run through the process and randomly clicking, without paying attention on the course content.
• Users might feel lonely when they are learning in the virtual world.
Difficulties of creating teacher-free virtual learning environments
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• Creating teacher-free learning environments in the virtual world is not impossible.
• It requires some teaching experiences, imagination, creativities, careful design, and understanding gamified pedagogy.
Conclusion