Design of a Learning Activity in Second Life

2011 ◽  
pp. 112-128 ◽  
Author(s):  
Judith Molka-Danielsen ◽  
Susan Balandin
Keyword(s):  
Activity Theory ◽  
Second Life ◽  
Health Professionals ◽  
Learning Activities ◽  
Learning Activity ◽  
Social Activities ◽  
Educational Activities ◽  
Active Teaching ◽  
E Learning ◽  
The Creation

Second Life™ (SL) is now an accepted platform for educational activities. SL supports a range of activities from informal meetings to complete courses offered in the 3D world as part of a university’s curriculum. Learning activities within SL can be identified as a form of e-learning that facilitates learning through the mediating artifacts of the technology. This chapter explores the use of SL using learning activities that are designed to activate students and to facilitate the creation of social activities within groups. The chapter uses the theoretical lens of Activity Theory to examine the operational mechanisms behind designing a course activity that engages people with lifelong disability in the active teaching of health professionals about disability.

Analyzing the Design of Telecollaboration in Second Life using Activity Theory

2011 ◽  
pp. 151-168 ◽  
Author(s):  
Mats Deutschmann ◽  
Judith Molka-Danielsen ◽  
Luisa Panichi
Keyword(s):  
Theoretical Model ◽  
Activity Theory ◽  
Second Life ◽  
Learning Activity ◽  
Educational Activities ◽  
Student Groups ◽  
Initial Implementation ◽  
Present Case Study

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.

Advancing Learning Through Virtual Worlds

2010 ◽  
pp. 556-572
Author(s):  
Steve Mahaley ◽  
Robin Teigland
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Virtual Worlds ◽  
Second Life ◽  
Higher Education Institutions ◽  
Learning Activities ◽  
Learning Activity ◽  
Future Research ◽  
Implementation Challenges ◽  
Incoming Students

Higher education institutions and corporations are increasingly exploring new pedagogical methods to align with learning styles of incoming students and employees, who are amazingly adept at using Web 2.0 applications. This chapter explores the use of virtual worlds, in particular that of Second Life, in educational activities by organizations such as higher education institutions or corporations. We begin by introducing virtual worlds with a particular focus on Second Life. We then provide an overview of the benefits of this environment for learning activities before presenting a set of potential learning activities that can be conducted within Second Life. We then discuss an in-depth example of 3D teaming-one learning activity within Second Life conducted by the authors. After a discussion of implementation challenges, we then present areas for future research.

Modeling Students' Performances in Activity-Based E-Learning From a Learning Analytics Perspective

2020 ◽  
Vol 18 (4) ◽  
pp. 71-93 ◽  
Author(s):  
Yousra Banoor Rajabalee ◽  
Mohammad Issack Santally ◽  
Frank Rennie
Keyword(s):  
Learning Analytics ◽  
Predictive Analytics ◽  
Learning Activities ◽  
Learning Assessment ◽  
Learning Activity ◽  
Learning Design ◽  
Continuous Assessment ◽  
Online Module ◽  
E Learning ◽  
Teaching Interventions

This paper reports the findings of a research using marks of students in learning activities of an online module to build a predictive model of performance for the final assessment of the module. The objectives were (1) to compare the performances of students of two cohorts in terms of continuous learning assessment marks and final learning activity marks and (2) to model their final performances from their learning activities forming the continuous assessment using predictive analytics and regression analysis. The findings of this study combined with other findings as reported in the literature demonstrate that the learning design is an important factor to consider with respect to application of learning analytics to improve teaching interventions and students' experiences. Furthermore, to maximise the efficiency of learning analytics in eLearning environments, there is a need to review the way offline activities are to be pedagogically conceived so as to ensure that the engagement of the learner throughout the duration of the activity is effectively monitored.

A Qualitative Research Approach for the Investigation and Evaluation of Adult Users’ Participation Factors through Collaborative E-Learning Activities in the Virtual World of “Second Life”

2013 ◽  
pp. 475-500
Author(s):  
Pellas Nikolaos ◽  
Kazanidis Ioannis
Keyword(s):  
Qualitative Research ◽  
Adult Education ◽  
Second Life ◽  
Virtual World ◽  
Research Effort ◽  
Value Added ◽  
Learning Activities ◽  
Research Approach ◽  
Key Factors ◽  
E Learning

In the last thirty years, participation factors have particularly attracted the interest of Adult Education researchers, and it could be said that this is probably one of the most discussed topics in this field. Hence, “participation theories” that relate organized educational activities can give a logical explanation for the complexity and multifactor nature of adult leading to educational practices. In these circumstances, the chapter presents recent findings of a qualitative research effort, conducted in the virtual world of Second Life (SL). This premise is recapitulated in an attempt to illuminate the theme of trainee users’ broad participation in collaborative e-learning activities based on the interpretive framework of “adults’ participation theories” that can interpret the motivational factors, recommended from McGivney (1993). The value-added effect helps one to understand the mobilization of different adults’ perspectives and thoroughly enunciate the key factors that influence the decision to participate in teamwork activities.

scholarly journals Perusing the Past to Propel the Future: A Systematic Review of STEM Learning Activity Based on Activity Theory

2021 ◽  
Vol 13 (16) ◽  
pp. 8828
Author(s):  
Juliana Fosua Gyasi ◽  
Lanqin Zheng ◽  
Yidan Zhou
Keyword(s):  
Systematic Review ◽  
Activity Theory ◽  
Project Based Learning ◽  
Learning Activities ◽  
Learning Activity ◽  
Stem Learning ◽  
Future Studies ◽  
Teacher Guidance ◽  
The Past ◽  
Stem Disciplines

Education is the road to sustainability, creating the appropriate environment for learners to socialize and acquire knowledge and skills for the 21st century. This study reviews 53 studies on Science, Technology, Engineering, and Mathematics (STEM) learning activities from 2011 to 2020. In the past last 10 years, STEM education has gained attention, and little is known about how researchers designed and implemented learning activities. This systematic review based on activity theory reveals that STEM learning activities mostly involved elementary students in all STEM disciplines, with a sample size from 1 to 50. STEM learning activities emphasize mixed tasks, evaluating mixed learning outcomes with three STEM disciplines. Researchers mostly preferred project-based learning and problem-based learning methods, lasting from 9 to 24 weeks under teacher guidance with no rewards. This study revealed that most STEM activities were implemented in the classroom. Finally, the most often-used tools were mixed hardware. The quiz is the most often utilized in STEM activity. Major understudied areas that can be investigated by future studies are also revealed in depth. The results and implications for future studies are also discussed in detail.

scholarly journals E-LEARNING EDMODO DENGAN MODEL PBL UNTUK MENINGKATKAN MINAT BELAJAR SISWA PADA MASA PANDEMI COVID-19

2021 ◽  
Vol 12 (1) ◽  
pp. 22
Author(s):  
Ervan Johan Wicaksana ◽  
Pramana Atmadja ◽  
Gusti Ayu Muthia
Keyword(s):  
Learning Process ◽  
Problem Based Learning ◽  
Research Data ◽  
Learning Activities ◽  
Learning Activity ◽  
Average Score ◽  
Student Interest ◽  
Learning Models ◽  
E Learning ◽  
Preliminary Study

Abstrak. Penelitian ini bertujuan untuk meningkatkan minat belajar siswa melalui penerapan E-Learning Edmodo dengan model pembeajaran PBL selama masa pandemi Covid-19 ini. Dalam studi pendahuluan yang dilakukan kepada siswa MAN 2 kota Jambi yang melakukan kegiatan pembelajaran selama pandemi Covid-19 menyatakan bahwa minat belajarnya rendah. Hal ini terjadi karena guru hanya memberikan tugas dan tidak ada proses pembelajaran yang menghubungkan langsung antara guru dan siswa melalui suatu kegiatan pembelajaran dan penggunaan platform Edmodo masih jarang digunakan. Pengambilan data dilakukan dengan menggunakan google form yang berisi kuesioner tentang tanggapan deskripsi kegiatan menggunakan edmodo kepada siswa kelas XI. Hasil peningkatan minat siswa berdasarkan beberapa indikator yang diamati adalah rasa senang dengan skor rata-rata 3,18 termasuk kategori baik, keingintahuan 3,38 kategori sangat baik, perhatian 3,30 kategori sangat baik, dan ketertarikan 3,015 kaategori baik. Berdasarkan data penelitian diketahui bahwa penerapan pembelajaran Problem Based Learning selama pembelajaran menggunakan e-learning edmodo mampu meningkatkan minat belajar siswa.Abstract. This study aims to increase students' interest in learning through the application of Edmodo E-Learning with PBL learning models during the Covid-19 pandemic. In a preliminary study conducted to MAN 2 students in Jambi City who conducted learning activities during the Covid-19 pandemic stated that their interest in learning was low. This happens because the teacher only gives assignments and there is no learning process that connects directly between the teacher and students through a learning activity and the use of Edmodo platform is still rarely used. Data was collected using a google form containing a questionnaire about responses to descriptions of activities using edmodo to class XI students. The results of increasing student interest based on several indicators observed were happy with an average score of 3.18 including the good category, curiosity 3.38 the excellent category, the attention of 3.30 the excellent category, and the interest of the 3,015 good category. Based on research data it is known that the application of Problem Based Learning during learning using ed-modo e-learning can increase student interest in learning.

Collaborative Learning Activity Design

2010 ◽  
pp. 38-51 ◽  
Author(s):  
Helen Durham ◽  
Katherine Arrell ◽  
David DiBiase
Keyword(s):  
Collaborative Learning ◽  
Spatial Location ◽  
Development Stage ◽  
Learning Activities ◽  
Learning Activity ◽  
Learning Material ◽  
Learning Resources ◽  
E Learning ◽  
High Level ◽  
Activity Design

Collaborative learning activity design (CLAD) is a multi-institution approach to the creation of e-learning material from the design phase through the development stage and onto the embedding of learning activities into existing modules at higher education institutions on both sides of the Atlantic. This was the approach taken by a group of academic and e-learning material developers at the Pennsylvania State University and the University of Leeds to develop a series of learning activities to support the use and understanding of the global positioning system (GPS). Aided by concept mapping, a Guidance Toolkit and Web conferencing facilities, the group worked seamlessly at producing a series of e-learning resources, including the basics of turning on a GPS unit and obtaining a spatial location, GPS data properties and GPS components, differential correction, and sources of GPS error and error correction. This chapter reflects on the success of this project, which, authors believe, hinged on the following: a clear vision in defining the learning outcomes of the collaborative resources; appropriate tools and technologies to support and facilitate the collaboration; excellent communication and a high level of trust between collaborators; and the identification of a robust iterative methodology to produce reusable e-learning resources.

scholarly journals Electrónica enREDada: An experience with a webinar program

2016 ◽  
Author(s):  
Cecilia Gimeno ◽  
Carlos Sánchez-Azqueta ◽  
Santiago Celma ◽  
Concepción Aldea
Keyword(s):  
Distributed Learning ◽  
The Other ◽  
Learning Activities ◽  
Learning Activity ◽  
Information And Communications Technologies ◽  
Comprehensive Strategy ◽  
Communications Technologies ◽  
Invaluable Tool ◽  
E Learning ◽  
Teaching Learning

Information and communications technologies (ICTs) are an invaluable tool to facilitate meaningful learning. In this work, a webinar program (‘Electrónica enREDada’) is presented that complements the teaching-learning process in selected courses of electronics in degree and master studies in Physics. These webinars allow an innovative approach to the study of specialized topics, improving the training of the student and promoting his/her scientific knowledge in the field of electronics by means of specific and informative modules. This learning activity is part of a comprehensive strategy towards the implementation of e-learning activities in all courses taught at the Electronics area. This learning activity consists of two webinar modules: one being of a synchronous nature and specialized contents, and the other one of an asynchronous nature and featuring distributed learning, which is intended not only for students of physics but also of other related degrees.

scholarly journals Novice and Advanced Learners' Satisfaction and Perceptions from an E-Learning Module to teach Renal Semiology during COVID19 Pandemic: A Qualitative Study (Preprint)

2021 ◽  
Author(s):  
Ido Zamberg ◽  
Eduardo Schiffer ◽  
Catherine Stoermann-Chopard
Keyword(s):  
Medical Students ◽  
Clinical Skills ◽  
Learning Activities ◽  
Learning Activity ◽  
Advanced Learners ◽  
Unique Challenge ◽  
Novice Learners ◽  
E Learning ◽  
Skills Education ◽  
Case Based

BACKGROUND The Nephrotic syndrome is a unique clinical entity providing interesting teaching opportunities to connect physiological and pathological aspects to clinical practice. During current COVID19 outbreak, in-person teaching in our institution was held thus creating a unique challenge for clinical skills’ teaching. A Case-Based E-Learning activity was designed to replace traditional in-person teaching of renal semiology. E-Learning activities were shown to be effective for knowledge retention and increasing novice learners’ performance. However, major knowledge gaps exist concerning the satisfaction of learners with E-Learning activities as a sole mean of teaching, specifically for undergraduate clinical skills education. OBJECTIVE Our study aimed to prospectively assess undergraduate medical students’ perceptions and satisfaction from an E-Learning activity teaching renal semiology. METHODS All second-year medical students (Novice Learners) from the medical faculty of the University undertook the E-Learning activity and were invited to participate in a non-mandatory validated web-based survey using a 1-10 Likert-Scale rating. Seventeen fourth to sixth year students (Advanced learners) were as well prospectively recruited and undertook both E-Learning activity and evaluation. RESULTS Eighty-eight out of 141 (63%) novice learners and all of advanced learners (100%) responded to the evaluation survey. Advanced learners reported significantly higher satisfaction (8.7 ± 1.0 Vs. 7.3 ± 1.8), p < 0.01), objectives clarity (9.6 ± 0.8 Vs. 7.7 ± 1.7, p < 0.01) and objectives attainability (9.8 ± 0.5 Vs. 7.3 ± 1.3, p < 0.01) from the e-learning activity. Both groups showed high interest in the inclusion of the activity as part of blended learning however low interest in the activity as a sole mean of teaching. CONCLUSIONS Case-Based E-Learning activities might be better suited for advanced learners and could increase learners’ satisfaction within blended teaching instructional design. More research concerning students’ satisfaction from E-Learning activities in the field of clinical skills education should be done. Moreover, more effort should be put in finding alternative teaching tools for clinical skills education in light of ongoing and future pandemics.

scholarly journals RELEVANSI KURIKULUM DAN WUJUD KONGKRET TUJUAN PEMBELAJARAN BAHASA ARAB

2017 ◽  
Vol 19 (1) ◽  
pp. 107
Author(s):  
Novita Rahmi
Keyword(s):  
Strategy Implementation ◽  
Learning Objectives ◽  
Learning Activities ◽  
Learning Activity ◽  
Educational Goals ◽  
Educational Tool ◽  
Educational Activities ◽  
Conscious Effort ◽  
Organization Strategy

Learning is a conscious effort to achieve specific goals. Meanwhile, the curriculum is a tool to achieve the desired educational goals. Manifestations of the curriculum in a learning activity consists of several components that work together to achieve educational goals. Besides the curriculum should serve as guidance in organizing educational activities carried out in schools. The curriculum also regulate matters relating to the type of program, for the organization, strategy implementation, the responsible, infrastructure, and others. Thus, the curriculum is closely linked to the learning objectives. Likewise with Arabic learning, curriculum developed useful as possible to realize the goal of learning Arabic. All the elements related to the curriculum as an educational tool, children of students, the situation of education and learning activities work together to achieve the desired goal. The curriculum is a means to achieve educational goals.

Sign in / Sign up

Export Citation Format

Share Document