Sebastian Kelle – Open University of The Netherlands
Tanja Kohn – University of Innsbruck
virtual worlds and how they can be used for learning
How the whole thing is being enhanced by the „gaming“ factor?
cultural dimensions, key problems
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Definition:virtualized representation of the user to other
userscollaborative or competitive (or both)enabling social interactionreal-time: linear or dynamic
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used for describing game elementscan be used for adding „game“ characteristics
to a learning scenarioexamples:
roleplayingsocial interactionshared resources
pattern link:http://www.texec.com/patterns/collection/index.htmlogin: winterschoolerpasswort: winterschool
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key topic for foundation of „larger“ range of content access
many Web pages and tools are in English but 43% of Web users do not speak English(Worldlingo, World language statistical facts, URL: www.worldlingo.com/en/resources/language_statistics.html, viewed 2009-01-30)
making use of virtual elements (streaming media, location independence, collaboration spaces)
or reuse of learning resources: adaptation (presentation, navigation)(Brusilovski 2001)
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language learning in virtual environmentsdifferent styles of learning, and different
languagesshort demonstration …www.talkademy.org
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for example: Think about the (virtual) language learning role-play scenario: „Job interview“.
You are applicant at the “Monster Winterschool” – formerly known as TENCompetence Winterschool - for a job as a researcher.
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initiatives like OLPC, Classmate PC, etc. are on the rise
technologies enter new markets, new local contexts, new social contexts
technologies need:adequate infrastructures to be maintained to be used to be integrated into curricula
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technological dimension infrastructure technology and Internet accessmaintenance
cultural dimension language local and social context interactionreligiondidactic
previous knowledge dimensioncomputer literacycompetence
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Miguel showing the hardware of the Laptop XO
11Neighbourhood - sharing
Home
Group - inviting
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Shancayan/Ancash88 laptops; 6 classes, 5 teachers, 1 director, 1 caretaker
Laborpampa/Ancash14 laptops; 4 classes, 1 teacher
Carhuac/Ancash30 laptops4 classes, 2 teachers
Arahuay/Lima120 laptopsold version (1st and 2nd grade)new version (3rd-6th grade)6 classes, 3 teachers, 1 director
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learners
teachers
directors
III educational institution
I initiating initiative
II government
UGEL
DRE
Ministry of Education
OLPC
Participating units and tasks of ICT4D, example of OLPC Peru (Laptop XO)
- learning- creating- constructing
- teaching- learning (building new capacities)- aumenting quality
- administrating and coordinating- funding for additional needs
- organization of training- distributing
- distributing
- order- distributing- strategy formulation
- inventing- manufacturing- distributing
little/average knowledge transfer
no/little knowledge transfer
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How is the learning environment like?Who uses the technology?Who teaches with the technology and what
background do teachers have?????
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for example: Think about the virtual language learning role-play scenario: „Job interview“.
You are applicant at the “Monster Winterschool” for a job as a researcher.
The “Monster Winterschool” is located on an iceberg near the north pole. You work on-site, so you have poor infrastructure. Most of your colleagues work from home or in a warm and nice cruise ship.
Come up with game patterns that would enhance the job interview scenario so it helps learning. Mind the Infrastructural conditions.
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form groupsgroup participants roles:
users (What do I think? What do I want?)developers (How can I realize the wishes of the users?
patterns on cards)poster: What do we want? finding
solutions/problemsdiscussion of solutions between groups regarding
users and developerspattern link:
http://www.texec.com/patterns/collection/index.htm login: winterschooler, passwort: winterschool
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