PROFESSIONAL LEARNING IN VIRTUAL WORLDS

Lessons from the Literature

Jarmon et al., 2009, p. 175- major characteristic of the learning that occurred in SL was the application of learning into real life practice.

Major Characteristics

Learning was enhanced by several of SL’s features combined with the project-based instructional design and included (a) the capacity to host social interactions and collaborations, (b) the capacity to allow users to test hypotheses actively, (c) the relevance of their project to the real world,

(d) the opportunity for students to use multiple abilities and skills,

(e) the stimulation of imagination, exploration and creativity, and

(f) an increased sense of personal presence and tangible experiences.”

TELEPRESENCE AND COPRESENCE

Telepresence - sense of ‘being there’ and a belief in the reality of the environment

Copresence is the feeling of being there with other people, of being part of a community

“The feeling of “presence” is engendered by visual representations of people (avatars) and places, and in part by combining the power of suggestion, which activates the students’ imagination in a simulated learning environment.”(Annetta et al., 2008, p. 8)

Benefits of learning in virtual world environments

COMMUNICATION

“The heightened quality of interpersonal communications within an immersive environment can lead to connections that can strengthen the professional relationships within courses” (E. A. O'Connor, 2009, p. 229)

Benefits of learning in virtual world environments

SIMULATIONSThe US military “have recognized the necessity of and benefit to embedding computer simulation as a way of training their folks in the use of critical thinking and judgment for a long time.’" (Freifeld, 2007a)

General adviceAppropriate technology computers able to handle the graphics etc

networks/servers with the speed and capacity necessary

issues will arise - create a technical assistance and maintenance strategyPublic or private virtual worlds

go private - public MUVEs are problematicInstructors need to develop knowledge of

facilitationICTcoachingcollaboration

General advice form the literature

Collaboration in MUVEs requires- structure- definition of roles- timetables

Etiquette- code of behaviour - need to prepare participants for - appropriate communication, mannerisms,

conventions- problems will occur – be prepared – may need to

“discipline” someBoot camp

– the need for instructors and participants to first - choose and select the appearance of their avatar- master the avatar and the environment (flying,

teleporting, communicating etc)- find out what MUVEs can and can’t do (especially

important for developers and instructors)

General advice

Course times- multiple times to avoid timetable clashes

Documentation and assessment- have methods for participants to

document/record and store assess and give feedback as per normal

General advice

INSTRUCTIONAL DESIGN

Salmon’s five stages1. access and motivation2. online socialisation3. information exchange4. knowledge construction5. development

Instructional Design

Robbin’s principles for selecting appropriate platforms:

- simulation (eg flight simulator) – for learning highly defined procedural skill (eg surgery)

- educational games (eg world of warcraft) – for performing processes to help participants learn and explore the implications of complex systems

- multi user virtual worlds (eg second life) – for learning communities

- virtual situations (eg virtual practicum)

Selecting the appropriate platform

Things that work well in MUVEs:- short term group tasks- longer term group collaboration- virtual field trips- class meetings and

presentations- guest speakers

What works well in MUVES

Annetta et al (2010) give reasons why games are so appealing and successful:

- provide specific goals- clear rules- sub-goals (or levels) that, once

completed, lead to success- final task builds on previous learning

obtained through achievement of sub-goals

- ultimate success depends upon demonstrating a specific learning/skill level that enables them to achieve the ultimate goal

GAMIFICATION

Games based learning allows the participant to:

- obtain rewards based on achievements

- fail, evaluate and repeat- build on previous knowledge- control their time investment -

stop and - continue later from the same or an

appropriate place Annetta et al (2010)

GAMIFICATION

GAMIFICATION

Aldrich (2009, p.5) Testing revealed significantly greater

improvement for those who learnt by simulation games over those who did not.

In one of the cases cited, the students who learnt using the simulation had significantly greater recall and application after 6 months.

GAMIFICATION

“Games are a more natural way to learn than traditional classrooms and are the ‘most ancient and time-honoured vehicle for education’” (Aldrich, 2009b, p. 5).

GAMIFICATION

Annetta et al (2010) also give reasons why games are so appealing and successful: Provide specific goals Clear rules Sub-goals (or levels) that, once completed,

lead to success Final task builds on previous learning

obtained through achievement of sub-goals Ultimate success depends upon

demonstrating a specific learning/skill level that enables them to achieve the ultimate goal

GAMIFICATION

Games based learning allows the participant to (Annetta et al (2010) : Obtain rewards based on achievements Fail, evaluate and repeat Build on previous knowledge Control their time investment - stop and

continue later from the same or an appropriate place

GA