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Web 2.0 for schools 普通类
No abstract is available for this article
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Conversational agents in virtual worlds 普通类
This paper examines the effective deployment of conversational agents in virtual worlds from the perspective of researchers/practitioners in cognitive psychology, computing science, learning technologies and engineering. From a cognitive perspective, the major challenge lies in the coordination and management of the various channels of information associated with conversation/ communication and integrating this information with the virtual space of the environment and the belief space of the user. From computing science, the requirements include conversational competency, use of nonverbal cues, animation consistent with affective states, believability, domain competency and user adaptability. From a learning technologies perspective, the challenge is to maximise the considerable affordances provided by conversational avatars in virtual worlds balanced against ecologically valid investigations regarding utility. Finally, the engineering perspective focuses on the technical competency required to implement effective and functional agents, and the associated costs to enable student access. Taken together, the four perspectives draw attention to the quality of the agent–user interaction, howtheory, practice and research are closely intertwined, and the multidisciplinary nature of this area with opportunities for cross fertilisation and collaboration.
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Using avatars and virtual environments in learning 普通类
This paper explores and discusses arguments for the use of virtual environments and interactive avatars in supporting the achievement of student learning goals within conventional educational contexts. It describes and evaluates arguments promoted by some authors (eg, van den Brekel, 2007; Deuchar & Nodder, 2003; Dickey, 2003; Facer, 2004; de Freitas, 2006; de Freitas & Oliver, 2006; Garris, Ahlers & Driskell, 2002; JISC, 2007; Martino, 2007; Prensky, 2004; Prensky, 2007) relating to advantages from gaming and avatar use, ranging from enhanced engagement in learning activities, through to more purposeful and focussed communication, and, when used in group situations, better cooperation and collaboration between students. It explores the potential of avatar environments to act as powerful communication mediums for students to display knowledge and understanding, and engage in the development of ‘higher order thinking skills, such as interpreting, analysing, evaluating, synthesising and solving complex problems’. It also introduces and discusses the avatar-based authoring program MARVIN, and identifies potential for its use as a digital storytelling tool to assist students in communicating outcomes from units of learning, and in supporting the development of a range of key learning competencies identified in the New Zealand Curriculum Framework (Ministry of Education, 2007). It profiles a successful example of the classroom-based use of MARVIN within a community project undertaken by groups of year 7 and 8 students at two Hamilton intermediate schools, and identifies how the program supported student thinking and relating to others key competencies (Ministry of Education, 2007).
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Supporting authors in the development learning 普通类
Serious virtual worlds (SVWs) represent a great opportunity for learning and should embed a lot of high-quality contextualised information so that the player can take the most from his or her exploration of the environment. This requires defining new methodologies and tools for effective production. We have investigated this issue in implementing a couple of SVWs and abstracted a conceptual framework relying on the task-based learning pedagogical theory. The model defines games set in realistic SVWs enriched with embedded educational tasks. Tasks are simple trial activities that embody units of knowledge. The player can discover them in his or her SVW exploration and interact with them in order to construct meaning, build lasting memories and deepen understanding of the featured item(s). The model involves pedagogical task annotation—which allows decoupling the tasks, which can be reused in different VWs from the definition of their delivery strategy in the context of a specificVW, which is specified by theVWdesigner and automatically managed by the run-time engine. This approach simplifies the authoring work. The visual Creative Toolkit (CT) we have developed is being used for producing contents for the 15 reconstructed cultural cities that will be featured in the first version of the Travel in Europe VW. The paper described the overall framework and the details of the CT. It also presented an implemented example, briefly discussing the methodology we have followed for developing cultural heritage content.
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Learning as immersive experiences 普通类
Traditional approaches to learning have often focused upon knowledge transfer strategies that have centred on textually-based engagements with learners, and dialogic methods of interaction with tutors. The use of virtual worlds, with text-based, voice-based and a feeling of ‘presence’ naturally is allowing for more complex social interactions and designed learning experiences and role plays, as well as encouraging learner empowerment through increased interactivity. To unpick these complex social interactions and more interactive designed experiences, this paper considers the use of virtual worlds in relation to structured learning activities for college and lifelong learners. This consideration necessarily has implications upon learning theories adopted and practices taken up, with real implications for tutors and learners alike. Alongside this is the notion of learning as an ongoing set of processes mediated via social interactions and experiential learning circumstances within designed virtual and hybrid spaces. This implies the need for new methodologies for evaluating the efficacy, benefits and challenges of learning in these new ways. Towards this aim, this paper proposes an evaluation methodology for supporting the development of specified learning activities in virtual worlds, based upon inductive methods and augmented by the four-dimensional framework reported in a previous study. The study undertaken aimed to test the efficacy of the proposed evaluation methodology and framework, and to evaluate the broader uses of a virtual world for supporting lifelong learners specifically in their educational choices and career decisions. The paper presents the findings of the study and considers that virtual worlds are reorganising significantly how we relate to thedesign and delivery of learning. This is opening up a transition in learning predicated upon the notion of learning design through the lens of ‘immersive learning experiences’ rather than sets of knowledge to be transferred between tutor and learner. The challenges that remain for tutors rest with the design and delivery of these activities and experiences. The approach advocated here builds upon an incremental testing and evaluation of virtual world learning experiences.
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A multi-user virtual environment for building 普通类
This study investigated novel pedagogies for helping teachers infuse inquiry into a standards-based science curriculum. Using amulti-user virtual environment (MUVE) as a pedagogical vehicle, teams of middle-school students collaboratively solved problems around disease in a virtual town called River City. The students interacted with ‘avatars’ of other students, digital artefacts and computer-based ‘agents’ acting as mentors and colleagues in a virtual community of practice set during the time period when bacteria were just being discovered. This paper describes the results from three implementations of the River City virtual environment in 2004–05 with approximately 2000 students from geographically diverse urban areas. The results indicated that students were able to conduct inquiry in virtual worlds and were motivated by that process. However, the results from the assessments varied depending on the assessment strategy employed.
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Use of three-dimensional (3-D) immersive 普通类
In this paper, we review past empirical research studies on the use of threedimensional immersive virtual worlds in education settings such as K-12 and higher education. Three questions guided our review: (1) How are virtual worlds (eg, ActiveWorlds, Second Life) used by students and teachers? (2)What types of research methods have been applied? (3) What research topics have been conducted on virtual worlds in teaching and learning, as well as their related findings? Overall, we found that virtual worlds may be utilised for the following uses: (1) communication spaces, (2) simulation of space (spatial), and (3) experiential spaces (‘acting’ on theworld). Most of the studies reviewed were descriptive and conducted in polytechnic and university settings, and past virtual world research had been most frequently carried out in the media arts and health and environment disciplines. Three main research topics were found: participants’ affective domain, learning outcomes and social interaction. We conclude by summarising some major findings and discussing three limitations of previous empirical studies. Several recommendations for future research related to virtual worlds in education settings are also provided.
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What are the learning affordances of 3-D 普通类
This article explores the potential learning benefits of three-dimensional (3-D) virtual learning environments (VLEs). Drawing on published research spanning two decades, it identifies a set of unique characteristics of 3-D VLEs, which includes aspects of their representational fidelity and aspects of the learner–computer interactivity they facilitate. A review of applications of 3-D VLEs is presented, leading to the identification of a series of learning affordances of such environments. These affordances include the facilitation of tasks that lead to enhanced spatial knowledge representation, greater opportunities for experiential learning, increased motivation/engagement, improved contextualisation of learning and richer/more effective collaborative learning as compared to tasks made possible by 2-D alternatives. The authors contend that the continued development of and investment in 3-D games, simulations and virtual worlds for educational purposes should be considered contingent on further investigation into the precise relationships between the unique characteristics of 3-D VLEs and their potential learning benefits. To this end, they conclude by proposing an agenda or ‘roadmap’ for future research that encompasses empirical studies aimed at exploring these relationships, as well as those aimed at deriving principles and guidelines to inform the design, development and use of 3-D virtual environments for learning.
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Editorial Learning and teaching in virtual worlds 普通类
Crossing boundaries: Learning and teaching in virtual world
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Electronic resource management in libraries 普通类
The coaching toolkit—sub-titled “A practical guide for your school”—is perfect for beginners to the coaching process, and is set in the context of the school environment. There are many generic coaching books available, but what is great about this one is that it firmly places coaching into school life and language. The authors are a head teacher and an assistant head teacher who both have extensive experience in coaching in the school context and responsibility for continuing professional development. They put coaching into the school improvement cycle, showing how it can benefit subject action plans, the school’s self evaluation process, and individual performance development. Having coaching contextualised in thisway can really help sell it within your school, linking it so closely with its existing improvement plan.