The LiveAbility House

2012 ◽  
pp. 25-48
Author(s):  
Sarah D. Kirby ◽  
Debra M. Sellers
Keyword(s):  
Community Of Practice ◽  
Family Caregivers ◽  
Second Life ◽  
Online Community ◽  
Learning Experience ◽  
Educational Experiences ◽  
Real Life ◽  
Creative Processes ◽  
Learning Principles

This chapter follows efforts of an online community of practice whose mission is to make individual educational experiences for family caregivers widely available. The case study illustrates the collaborative learning and creative processes of the community of practice as it worked to construct and transform informal educational content into engaging, interactive, and immersive educational tools for its intended audience. As part of its efforts, the CoP created The LiveAbility House, a virtual demonstration home, constructed in Second Life®. This virtual home is designed to teach individuals about real life universal design principles and assistive technology devices that may increase their ability to remain living at home despite physical or cognitive challenges they may encounter due to aging, illness, or disability. In addition to the creation of a virtual learning experience, the chapter also addresses plans to then take that experience out of the virtual world and apply and demonstrate learning principles in a real world setting.

The LiveAbility House

2013 ◽  
pp. 1626-1649
Author(s):  
Sarah D. Kirby ◽  
Debra M. Sellers
Keyword(s):  
Community Of Practice ◽  
Family Caregivers ◽  
Second Life ◽  
Online Community ◽  
Learning Experience ◽  
Educational Experiences ◽  
Real Life ◽  
Creative Processes ◽  
Learning Principles

This chapter follows efforts of an online community of practice whose mission is to make individual educational experiences for family caregivers widely available. The case study illustrates the collaborative learning and creative processes of the community of practice as it worked to construct and transform informal educational content into engaging, interactive, and immersive educational tools for its intended audience. As part of its efforts, the CoP created The LiveAbility House, a virtual demonstration home, constructed in Second Life®. This virtual home is designed to teach individuals about real life universal design principles and assistive technology devices that may increase their ability to remain living at home despite physical or cognitive challenges they may encounter due to aging, illness, or disability. In addition to the creation of a virtual learning experience, the chapter also addresses plans to then take that experience out of the virtual world and apply and demonstrate learning principles in a real world setting.

Griefing in a Virtual Community

2009 ◽  
Vol 217 (4) ◽  
pp. 214-221 ◽  
Author(s):  
Iain Coyne ◽  
Thomas Chesney ◽  
Brian Logan ◽  
Neil Madden
Keyword(s):  
Second Life ◽  
Online Community ◽  
Online Survey ◽  
Real Life ◽  
Virtual Community ◽  
Cyber Bullying ◽  
Shared Responsibility ◽  
Negative Behavior ◽  
Traditional Bullying ◽  
The Impact

Building on the research of Chesney, Coyne, Logan, and Madden (2009), this paper examines griefing within the virtual online community of Second Life via an online survey of 86 residents (46% men). Results suggested that griefing was deemed to be an unacceptable, persistent negative behavior which disrupted enjoyment of the environment and which was experienced by 95% of the sample, with 38% classified as frequent victims and 20% classified as perpetrators. No differences emerged in rates between gender (real life and second life), age, and time as a resident in Second Life. A number of self, player- and game-influenced motivations were judged to promote griefing, with respondents overall split on the impact of griefing when compared to traditional bullying. Further, respondents felt that a shared responsibility to control griefing was needed with individuals, residents as a community, and Second Life developers all playing a part. Discussion of the findings in relation to cyber-bullying in general is presented.

Experiences of a US-India Team in Developing a Case Study That Illustrates Technical and Global Issues in Weld Design

2008 ◽  
Author(s):  
Pramod Rajan ◽  
P. K. Raju ◽  
Chetan S. Sankar
Keyword(s):  
Real World ◽  
Engineering Students ◽  
Learning Experience ◽  
Real Life ◽  
Inspection Time ◽  
Cd Rom ◽  
Global Issues ◽  
Auburn University ◽  
Institute Of Technology

Understanding the real-world issues in the global industry is one of the ways of enhancing the learning experience of engineering students. This paper describes such an experience. This was a collaborative weld design project between Auburn University, Auburn, Alabama, Indian Institute of Technology (IIT), Madras, India and Bharat Heavy Electricals Limited (BHEL), Tiruchirappalli, India. The main problems BHEL faced were (1) Inspection time of the welds, (2) Inaccessibility of the welds, and (3) Detection of kissing bond or pasty weld. Three possible solutions to these problems were identified by the practitioners. In order to bring this real-world issue into engineering classrooms, the authors developed a case study. The authors also developed a multimedia CD-ROM which brings the problem live into class rooms using video, audio and pictures. This case study has been tested with mechanical engineering students. The majority of the students found the use of case studies to be beneficial, particularly because of the group work and applicability to real life situations. The details of the case study and its implementation in an engineering class room at Auburn University are discussed in the paper.

scholarly journals Virtual Worlds Come Of Age

2010 ◽  
Vol 3 (3) ◽  
Author(s):  
Stuart Barnes
Keyword(s):  
Virtual Worlds ◽  
Real World ◽  
Second Life ◽  
Virtual Communities ◽  
Real Life ◽  
Channel Activity ◽  
Brand Building ◽  
Successful Case ◽  
Media Hype

Virtual worlds have been purported to provide a fertile bed for marketing and brand-building for real-life companies. In Second Life, for example, there was a flurry of media hype and activity by companies in the period from 2007-2008. Several years on, however, the reality is that most of the big name brands have pulled out of Second Life. One of the reasons for this is the poor level of value generated for customers by the virtual brand experience, poor interactivity, a lack of brand and channel fit, and inadequate understanding of virtual communities. Recently, a new form of more targeted brand offerings has emerged. Branded virtual worlds, many of which are targeted at the youth segment, are growing rapidly. Many of these worlds attempt to bridge the gap between the real and virtual worlds, including advertising and real-world tie-ins, as well as subscriptions and digital micro-transactions. This paper examines one such virtual world, buildabearville.com, and its real-world counterpart, Build-a-Bear Workshop. This successful case study has become increasingly important in driving revenues and cross-channel activity for the company. The paper rounds off with conclusions and implications for practice in this very new area of investigation.

Quality Assurance During Distributed Collaboration

2011 ◽  
pp. 274-289
Author(s):  
Rita M. Vick ◽  
Brent Auernheimer ◽  
Marie K. Iding ◽  
Martha E. Crosby
Keyword(s):  
Quality Assurance ◽  
Learning Environment ◽  
Learning Communities ◽  
Interactive Learning ◽  
Learning Experience ◽  
Real Life ◽  
Interactive Learning Environment ◽  
Distributed Collaboration ◽  
Dynamic Learning

This case study describes the design and delivery of a collaborative asynchronous-synchronous, graduate-level, cross-university computer science course designedto create a highly interactive learning environment that resulted in the emergenceof multiple unique virtual learning communities. The pedagogical principles of sit-uated and problem-based learning were combined in a distributed collaborativelearning context where students’cognitive and metacognitive capabilities devel-oped through the facilitative guidance of the instructors and through discoursewith and observation of other students. The course was designed to motivate stu-dents to engage in interactive learning with others and to enhance transfer ofknowledge gained through this learning experience to real-life situations. Wedescribe the challenges inherent in creating and managing this type of learningcontext as well as how we deployed ongoing formative assessment to ensure theevolution of a dynamic learning environment. The result of our efforts was aunique learning experience for students and instructors.

scholarly journals On the MUVE or in decline: Reflecting on the sustainability of the Virtual Birth Centre developed in Second Life

2012 ◽  
Vol 28 (3) ◽  
Author(s):  
Sarah Stewart ◽  
Deborah Davis
Keyword(s):  
New Zealand ◽  
Second Life ◽  
Teaching And Learning ◽  
Real Life ◽  
Clinical Experiences ◽  
Birth Centre ◽  
Clinical Scenarios ◽  
Life Education ◽  
Learning Projects

<span>Pressures in terms of the availability of quality, real-life clinical experiences for students have resulted in increased interest in the use of simulation in a variety of healthcare disciplines. </span><em>Te wahi whanau: The birth place</em><span> is a Virtual Birth Centre (VBC) that was created in </span><em>Second Life</em><span> in 2009 as part of the Second Life Education in New Zealand (SLENZ) initiative. It was introduced to midwifery students at two New Zealand polytechnics, with the aim of exposing the students to a birth centre environment and providing them with an opportunity to practise midwifery through immersion and engagement in a number of clinical scenarios. It has been just over two years since the development of the VBC, yet it is no longer used in the midwifery programs in which it was introduced. Using the VBC as a case study, we recount its development and critically reflect on the factors impacting on its ongoing utilisation. We believe our reflections offer useful insight into issues relating more broadly to the sustainability of MUVE-based teaching and learning projects and initiatives.</span>

scholarly journals The influence of online problem-based learning on teachers’ professional practice and identity

2005 ◽  
Vol 13 (2) ◽  
Author(s):  
Steve Wheeler ◽  
Peter Kelly ◽  
Ken Gale
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Community Of Practice ◽  
Professional Practice ◽  
Learning Experience ◽  
Real Life ◽  
Problem Based Learning ◽  
Small Scale ◽  
Online Identity ◽  
Structured Problems

In this paper we describe the design of a managed learning environment called MTutor, which is used to teach an online Masters Module for teachers. In describing the design of MTutor pedagogic issues of problem-based learning, situated cognition and ill-structured problems are discussed. MTutor presents teachers with complex real-life teaching problems, which they are required to solve online through collaboration with other teachers. In order to explore the influence of this online learning experience on the identity and practice of teachers, we present the results from a small-scale study in which six students were interviewed about their online experiences. We conclude that, within the sample, students’ engagement with online problem-based learning within their community of practice positively influenced their professional practice styles, but that there is little evidence to suggest that online identity influences real-life practice.DOI: 10.1080/09687760500104088

scholarly journals How do entrepreneurs learn and engage in an online community-of-practice? A case study approach

2018 ◽  
Vol 37 (7) ◽  
pp. 714-735 ◽  
Author(s):  
Khalid Hafeez ◽  
Pantea Foroudi ◽  
Bang Nguyen ◽  
Suraksha Gupta ◽  
Fathalla Alghatas
Keyword(s):  
Community Of Practice ◽  
Online Community ◽  
Case Study Approach ◽  
Study Approach ◽  
Online Community Of Practice
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