Drugs Education Centre Virtual Learning Environment

MITE 6304: Designing Shared Virtual Environments for Learning (Term 1 2013)

by Group CSHI Hao Amaly (2013877866)

JIANG Tianyu Tina (2013877543)CHEN Yongsi Vincy (2013877517)VILLANUEVA Jimmy (2013877725)

According to the National Institute of Drug Abuse• Illicit drug use among teenagers has continued at high rates (December

2012). • Research and surveys conducted show that some children abuse drugs at

age 12 or 13 which means they might have started even earlier.

The affordance of a 3D Virtual Learning Environment and Web 2.0 tools. We designed a VLE to give students an early education to learn about drugs and drugs abuse.

Introduction

This course is designed with students aged 12 to 13 (F.1 to F.2)

Throughout the course students are invited to• read relevant articles;• watch videos and clips; • create a blog; • create mind maps, brochures and posters; • create videos and animations;• upload work in a group blog; • comment on other students/groups work;• write reflections;

Course Overview

Intended Learning OutcomesUpon completion of the tasks, students will be able to:1. Understand drugs and the concept of drug abuse2. Describe and identify different types of drugs and their effects to the body3. Explain the dangers and risks of drug abuse4. Evaluate and assess the different strategies of drug prevention5. Gain mastery on the use of the Web 2.0 tools afforded on the course

Activities and lessons focusing on these essential learning skills:1. Collaborative skills: Students are expected to collaborate and

demonstrate the ability to work with others.2. Critical thinking skills: Students are given the opportunity to evaluate

and reflect on tasks at hand.3. Creativity: Students are challenged to express their originality and

creativity in some of the activities presented on the course.

Course StructureThis course is divided into • 4 lessons • 45 minutes long• run once a week • completed in a month. • Each lesson consist of a group activity and homework.• A final reflection after the completion of the course.

Learning Theories ConstructivismConstructivism essentially means that the learners construct their own

knowledge. Through the affordance of ActiveWorlds (VLE) and Web 2.0technologies or mindtools. “Mindtools are computer applications that, whenused by learners to represent what they know, necessarily engage them incritical thinking about the content they are studying” (Jonassen, 1996).

Social ConstructivismPromoting knowledge building through social learning. Working in groups

allows students the opportunity to focus on their collaboration andcommunication skills.

Learning DesignBased on the RASE pedagogical model by Dr. Churchill.

RASE ModelThe RASE model was utilised in our Learning Design to support student-

centred learning in an engaging and fun setting.

ResourcesThe VLE provides the resources and learning objects the students need for

the topic.

ActivityThe VLE provided the activities and the web 2.0 tools to enhance the learning

experience.

SupportThe VLE provides the students with the link to contact the teacher if help is

needed.

EvaluationThe students blog and student’s individual and group work will be the main focus of assessment and will be assessed on these criterias:

Criterias Unsatisfactory

Satisfactory

Good Very Good

Excellent

1. Research and PlanningContents are well researched with concrete evidence supporting the material.

2.Content of work and Creativity Piece of work shows originality and creativity.

3.Collaboration Evidence of collaborative skills and ability to work with others

4. Technical ProficiencyDemonstrates software proficiency and ability to use a wide range of tools to support work.

5.Individual ReflectionsEvidence of reflections that demonstrates knowledge of topic within the learning activities

6. CommitmentStudents’ posts and replies and show active participation

Bloom's Revised Digital TaxonomyThe activities within our learning design was based on Bloom’s taxonomy focusing on lower and higher order thinking skills.

Bloom's Revised Digital Taxonomy The Web 2.0 tools used in the activities and their equivalent thinking skills under Blooms Taxonomy

Bloom’s Revised DigitalTaxonomy Hierarchy

Web 2.0 Tools used

Creating Blogger, Glogster, Smore, GoAnimate, iMovie

Evaluating Blogger

Analyzing Glogster, Smore

Applying mindmeister, bubbl.us

Understanding Google Search

Remembering Popplet

Design OverviewThe Drugs Education Centre was designed with focus on a true representationof a building in real life. The centre is subdivided into 4 main rooms. We have apodium which has information about the centre and a helpdesk for studentwhen they need help.

Map and Layout

HelpdeskThe helpdesk provides student’s access to the Drugs Education Website, Map and link to the Teacher’s page where students can contact the teacher via blog post or email. The centre has clear signs to direct students where to proceed.

PodiumThe Podium introduces the students to the Drug Education Centre. Students with find the course overview, the learning outcomes and the course structure.

DirectionsAreas in the Drugs Education Centre are clearly labelled. We have provided various signs to direct and guide students where to proceed.

RoomsThere are four rooms in the Drugs Education Centre which represents a topic within the course.

Activity 1: What is drugs?Group Activity:● Students explore Room 101 resources (articles, videos) students are

asked to do further research about drugs with the use of a search engine e.g. http://google.com

• Students are then use popplet http://popplet.com/ to create a collaborative pin-board of the links, texts, works related to drugs that they have found.

• Students then set-up a group blog with the blogging app of their choice e.g. www.blogger.com or google sites http://sites.google.com

• Students then embed their popplet into the blog• Students submit their group blog into the teachers pageHomework:• Students write their individual reflection on the topic and post on their

group blog.

Activity 2: Types of Drugs and their Effects

Group Activity:● Students take a tour and explore Room 102.• Students form back into their groups and are instructed to create a

mindmap using mindmeister www.mindmeister.com or bubbl.us www.bubbl.us to consolidate their knowledge about the types of drugs and their effects on the body.

• Students then embed their completed mindmap into their blog.Homework:● Students create a flyer/brochure with information about a drug to raise

public awareness using smore https://www.smore.com/ .● Students needs to write their individual reflection on today’s topic and post

on their group blog.● Students are also encouraged view and comment on other groups’ blog.

Activity 3. of Dangers and Risks of Drug Abuse

Group Activity:● Students take a tour of Room 103.• In their groups students are asked to create a digital poster about the

dangers and risks of drug abuse using glogster http://gloster.com• Students then embed their completed poster on their group blogHomework:• Students needs to write their individual reflection on today’s topic and post

on their group blog.

Activity 4. Prevention/How to avoid Group Activity:● Students take a tour of Room 103.• As a final project, students Create a video using (imovie, goanimate

http://goanimate.com/) about drugs prevention. • Students post the completed video in youtube www.youtube.com and

embed on blog. This can be done as a homework but needs to be embedded in the blog after a week.

Homework:• Final Individual Reflection: Student reflect on what you have learned on the

course.

ResourcesEach room provides the students access to various learning resources related to the topic that is represented by the room. For example links to digital medias e.g. videos, websites and useful articles are provided.

ActivitiesEach room provides students with activities to enhance and support their learning. Instructions are clearly outlined to guide the students with the activity. Links to the web 2.0 tools are also provided for.

VLE EvaluationThe evaluation of our VLE was based on the Conversational Framework developed by Laurillard (1993)

Conversational ModelBelow are the criteria against which to identify the tools and level of

structuring provided by the VLE.

Stages Tools Structuring

1. Teacher presents concepts Wiki, images, videos, links to articles.Embedded as links and provided as objects

2. Students present concepts blog Embedded as links

3. Teacher sets up micro world Active Worlds VLE divided into different rooms

4. Student interacts with microworld Active Worlds

Activities are set up in different rooms.There is a google docs discussion provided

5. Tutor provides feedback to student Group blog, discussion board

Embed the link in WebQuest & SVLE

6. Student modifies actionsActivities: comments on blog, wiki, personal reflection on group blog

Students follow the instructions on the activity to fulfil the learning objectives

The table below lists the four key characteristics of the conversation model as applied to academic learning.

Principles Tools Structuring

Discursive

Wiki, videos and links to articles are provided by the teacher in the ActiveWorld

Wiki, videos are embedded as links on the Activeworld

Adaptable

Teachers use the email, discussion board to collect comments from students.

The link to teachers page is embedded in Activeworld

Interactive Students can comment All activities are embedded as links on the active world

ReflectiveTeachers and students fill -in an online reflection form

All links are embedded on Activeworld for students to click

Review of ToolsWe have reviewed the web 2.0 technologies used in the activity based on engage, enhance, extend by Liz Keren-Kolb (2013).

Stage How it accomplishes its goals

Engage

• The technology allows students to focus on the assignment/activity with less distraction.

• The technology motivates students to start the learning process.• The technology causes a shift, where students move from passive

to active learners.

popplet - starts to engage the students in the learning process. Allows students to sort and build upon their ideas.mindmeister or bubbl.us - allows the students to feed upon the ideas of their other group members and build on their knowledge.

Enhance

• The technology allows students to understand in a way that is easier than a traditional tool.

• Students are able to develop a more sophisticated understanding of the content because of the technology tool.

• The technology allows students to demonstrate their understanding of the content in a way that they could not using traditional tools.

glogster and smore - allows students to summarise their knowledge by creating and therefore focus upon their higher order thinking skills. Also brings out the student’s creative side.

Extend

• The technology allows students to learn outside their typical school day.

• The technology allows students to merge their school learning with their everyday life experiences.

• The technology allows students to become lifelong learners, as they do not need the teacher or school to continue to use the tools.

blogger - students gets instant feedback from the other groups and the community through their blog and therefore extend their learning outside the classroom. Focuses on the evaluating and analysing principles of Blooms taxonomy.

Anticipated DifficultiesUsing ActiveWorlds to deliver a learning environment poses some

difficulties and limitations.

• ActiveWorlds only supports computers running windows and will not be able to run on other operating systems such as OSX on a Mac computer.

• Building on ActiveWorlds takes time and dedication. A quality world can be designed and built when given enough time.The objects available in ActiveWorld are basic and limited to simple models.

• Activeworlds only supports a number of objects in an area thus limiting the creation of very detailed design.

• There are instances when the web 2.0 tools utilised are no longer supported by the developers and have been deleted off the internet.

Conclusion• Designing a 3D environment with ActiveWorlds was a challenge.• Given enough time a quality learning environment can be designed.• Limitations and difficulties with using ActiveWorlds, they far outweigh

the benefits that the students will reap with the affordance of thistechnology.

ReferenceNIDA, (2012).Drug Facts: High School and Youth Trends. Retrieved 24

October 2013, from NIDA website:http://www.drugabuse.gov/sites/default/files/drugfactshsyt.pdf

Jonassen D.H (1996) Computers in the Classroom: Mindtools for Critical Thinking

Keren-Kolb, L. (2013). Engage, Enhance, and Extend Learning! [Electronic version]. Learning & Leading with Technology, 20-27.