| 1. |
- Creelman, Alastair, 1958-, et al.
(författare)
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Empathy in virtual learning environments
- 2009
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Ingår i: International Journal of Networking and Virtual Organisations. - : InderScience Publishers. - 1470-9503 .- 1741-5225. ; 6:2, s. 123-139
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Tidskriftsartikel (refereegranskat)abstract
- How do we engage teachers and learners in the learning process and what are the benefits of this? How do we get students to learn? Many academic institutions of all levels are asking these questions. Throughout the years new teaching methodologies and strategies have been explored and applied (Blumenfeld et al., 1991; Dewey, 1997). In assessments of these, some have been associated with improving the targeted students' levels of knowledge, understanding, functionality and motivations (Gulbahar and Tinmaz, 2006; Kjellin and Stenfors, 2003). In this study we review a variety of teaching methodologies and introduce a research hypothesis that these methodologies have an unlike potential for supporting empathic aspects of the teacher and learner relationship and that, further, Virtual Learning Environments (VLEs) will have strong potential for empathic support. We set up an evaluation framework using a qualitative approach to examine the empathic factor in VLEs. Finally, we identify design factors for VLEs that could impact learning and suggest these as the focus for future study.
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| 2. |
- Deutschmann, Mats, 1964-, et al.
(författare)
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Analyzing the Design of Telecollaboration in Second Life Using Activity Theory
- 2011. - 1
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Ingår i: Teaching and Learning in 3D Immersive Worlds. - Hershey : Information Science Reference. - 9781609605179 - 9781609605186 ; , s. 151-168
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Bokkapitel (refereegranskat)abstract
- Internationally, Second Life (SL) has in recent years become accepted as a platform for innovative educational activities at many universities. One such activity includes ways of enabling students coming in contact with other students in so-called telecollaboration. Using an Activity Theoretical model, the present case study describes the design and initial implementation of a telecollaborative learning activity between four universities in Second Life. The four student groups were all attending quite different programs and the main challenges encountered were that of accommodating the different needs taking the diverse motivational objectives of each group into account, and making use of affordances the tool (SL) in this pursuit.
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| 3. |
- Deutschmann, Mats, 1964-, et al.
(författare)
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Designing oral participation in second life : a comparative study of two language proficiency courses
- 2009
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Ingår i: ReCALL. - Cambridge : Cambridge University Press. - 0958-3440 .- 1474-0109. ; 21:2, s. 206-226
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Tidskriftsartikel (refereegranskat)abstract
- The following paper presents two stages of an action research project involving two oral proficiency courses held in the virtual world Second Life. Course 1 was conducted during the Autumn of 2007. Based on the experiences of this course, we redesigned many aspects of it in order to improve student activity in terms of oral participation and gave the course again in Spring 2008. By analysing the recordings of four 90-minute sessions, two from each course, we were able to measure student participation based on floor space, turn lengths and turn-taking patterns, and in the study we discuss how different changes in design may have contributed to more favourable outcomes. Results seem to indicate that meaning focussed task design, which involves authenticity and collaborative elements, has a direct impact on learner participation and engagement. Furthermore, our results seem to suggest that technical and social initiations into a complex environment such as SL are important factors that have to be worked into the course design.
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| 4. |
- Deutschmann, Mats, 1964-, et al.
(författare)
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Future Directions for Learning in Virtual Worlds
- 2009. - 1
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Ingår i: Learning and teaching in the virtual world of second life. - Trondheim : Tapir Academic Press. - 9788251923538 ; , s. 185-190
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Bokkapitel (refereegranskat)abstract
- Some may claim that this book has been a showcase of case studies, without common thread. However, the common goal that runs through each of these cases is the focus on learning and the roles of learners and educators in learning activities. Do virtual worlds assist learning and do they create new opportunities? The answer from these analyses is “Yes” and this book demonstrates “how” to make use of the affordances of the virtual word of Second Life as it exists today. Yet, many questions remain both for practitioners and researchers. To give some examples: On what principles should learners’ tasks be designed, who are doing research on education in virtual worlds and what is the future of virtual worlds in a learning context? In this chapter we attempt to address some of these issues.
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| 5. |
- Deutschmann, Mats, 1964-, et al.
(författare)
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Teaching Language in a Virtual World
- 2007
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Ingår i: NokobIT 2007. - Trondheim : Tapir University Press. - 9788251922616 ; , s. 97-109
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Konferensbidrag (refereegranskat)abstract
- This article explores the development of a course for teaching a language in a virtual world. In particular we evaluated the' Course entitled, "Social English for Doctoral Students" that took place in the spring semester of 2007. This course activated learners and educators using a variety of support media including Marratech, an online conferencing system, and Second Life, a virtual world platform. The pilot course formed part of a one year project sponsored by The Norwegian University program(NUV) entitled "A Virtual Platform for Life Long Learning". In addition to the description of the course framework, we contribute with the development of an evaluation framework that may be applied to other courses taught in Second Life.
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| 8. |
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| 9. |
- Molka-Danielsen, Judith, et al.
(författare)
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Designing Transient Learning Spaces in Second Life : a case study based on the Kamimo experience
- 2009
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Ingår i: Designs for Learning. - Stockholm : Stockholm University Press. - 1654-7608 .- 2001-7480. ; 2:2, s. 22-33
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Tidskriftsartikel (refereegranskat)abstract
- Through the grant “Virtual Campus for Life Long Learning” (NUV, 2007), we have gained experience in the design and building of a virtual island or “sim” in Second Life for the purpose of education. This paper discusses the virtual representations, tools, context and spaces used in courses. While SL can replicate the classroom lecture, it gives further opportunities for interactive and active teaching as learning activities can be in dispersed and diversified virtual spaces. These are transient learning spaces because participants, activities and representations are in frequent change. Designing transient learning spaces raises different challenges and opportunities from the traditional physical classroom. Challenges include enabling new users to know where to go or how to behave. One opportunity is the ability to design and develop a new space for each course. This article will help the teacher and “sim” designers to recognize the factors of designing effective transient learning spaces.
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| 10. |
- Molka-Danielsen, Judith, et al.
(författare)
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Examining the Design of Learning Activities in Second Life through the Lens of Activity Theory
- 2009
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Ingår i: Norwegian Symposium on Information Technology and Organisations 2009. - Trondheim : Tapir Academic Press. - 9781617388705 ; , s. 1-12, s. 1-12
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Konferensbidrag (refereegranskat)abstract
- Second Life (SL) has in recent years become accepted as a platform for educational activities, supporting a range of activities from informal meetings to complete courses offered in the 3D world as part of a university’s curriculum (Molka-Danielsen, 2009). Learning activities within SL can be identified as a form of e-learning[1], but one which in many ways differs from more traditional set-ups in Learning Management Systems (LMS). The goals and objectives of e-learning can vary widely. But, e-learning should ideally offer innovative ways of coming in contact with students. Such innovation can give universities access to new markets such as the support of distance students or lifelong learners. At present, e-learning for many universities is practiced as blended learning, and implemented more commonly through university administered LMSs. Studies support that most teachers do not innovate or change their way of teaching when adopting LMS systems. They use the LMS in the delivery of course content, but do not have learning activities that take advantage of the LMS functions that activate students or create relationships within groups. Similarly we hypothesize that teachers that are new adopters of SL may attempt to replicate real world classroom activities, instead of designing learning activities that take advantage of the pedagogic aspects of the SL environment. Such learning systems fail to support social constructivist pedagogies and as such the value to the students may be diminished. In this paper, we use the theoretical lens of Activity Theory to examine the operational mechanisms behind this issue.[1] To give a more general definition, e-learning is the mediation of learning through mediating artifacts such as information communication technology (ICT).
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