Using a Blueprint in the Design of Instruction for Virtual Environments

2012 ◽  
pp. 255-267
Author(s):  
Mauri Collins
Keyword(s):  
Instructional Design ◽  
Informal Learning ◽  
Everyday Life ◽  
Virtual Environments ◽  
Transfer Learning ◽  
Virtual Worlds ◽  
Real Life ◽  
Computer Screen ◽  
Formal And Informal Learning ◽  
Affective Components

Other chapters in this book discuss the design and development of interfaces for virtual worlds. This chapter will discuss the instructional design aspects of designing learning in virtual worlds. The use of virtual worlds is a relatively new phenomenon in education and, like many innovations that have preceded them, they are a new and intriguing tool to be mastered by both student and instructor alike. While bounded by a computer screen, virtual worlds have many of the affective components of everyday life and familiar-looking environments, where real life rules pertain, can be created to transfer learning, and both formal and informal learning can take place (Jones & Bronack, 2007).

Applied Training in Virtual Environments

2011 ◽  
pp. 928-940
Author(s):  
Ken Hudson
Keyword(s):  
Virtual Environments ◽  
Virtual Worlds ◽  
Second Life ◽  
Real Life ◽  
Border Crossing ◽  
Corporate Education ◽  
Training Experience ◽  
Training Environment ◽  
Training Project ◽  
Carry Over

Virtual worlds hold enormous promise for corporate education and training. From distributed collaboration that facilitates participation at a distance, to allowing trainees to experience dangerous situations first-hand without threat to personal safety, virtual worlds are a solution that offers benefits for a multitude of applications. While related to videogames, virtual worlds have different parameters of interaction that make them useful for specific location or open-ended instructional exchanges. Research suggests that participants identify quickly with roles and situations they encounter in virtual environments, that they experience virtual interactions as real events, and that those experiences carry over into real life. This paper will evaluate the attributes of a successful applied training project, the Canadian border simulation at Loyalist College, conducted in the virtual world Second Life. This simulated border crossing is used to teach port of entry interview skills to students at the college, whose test scores, engagement level, and motivation have increased substantially by utilizing this training environment. The positive results of this training experience led the Canadian Border Services Agency (CBSA) to pilot the border environment for agency recruits, with comparable results. By analyzing the various elements of this simulation, and examining the process with which it was used in the classroom, a set of best practices emerge that have wide applicability to corporate training.

Eidsvoll 1814

2011 ◽  
Vol 3 (4) ◽  
pp. 1-14 ◽  
Author(s):  
Ekaterina Prasolova-Forland ◽  
Ole Ørjan Hov
Keyword(s):  
Virtual Environments ◽  
Virtual Worlds ◽  
Second Life ◽  
Real Life ◽  
Critical Discussion ◽  
Practical Reasons ◽  
Historical Building ◽  
Constituent Assembly ◽  
Future Work

3D Collaborative Virtual Environments (CVEs) or virtual worlds have been widely used in educational settings for the purposes of simulation and demonstration of scientific concepts, art and historical events that for practical reasons may be complicated in real-life classrooms. This paper describes an experience of recreating a central event in Norwegian history, adoption of Norwegian constitution at Eidsvoll in 1814, in the virtual world of Second Life. The historical building where this event took place was reconstructed and used as a part of an online history course where Norwegian students residing all over the world could meet at Virtual Eidsvoll, play the role of the members of the Constituent Assembly and pass the constitution. Following the description of the experience with the Virtual Eidsvoll project, the authors conclude with a critical discussion of using 3D CVEs for history education, outlining directions for future work.

scholarly journals The Concordance between EFL Learners’ Linguistic Sequential Development and the Curricula of Formal and Informal Learning Settings: An Analytical Study

2016 ◽  
Vol 9 (3) ◽  
pp. 167
Author(s):  
Jalal H. Albaqshi
Keyword(s):  
Informal Learning ◽  
Analytical Study ◽  
Real Life ◽  
Efl Learners ◽  
College Of Technology ◽  
Formal And Informal Learning ◽  
Functional Simulation ◽  
Real Life Situation ◽  
Authentic Environment ◽  
Technical Terms

<p>This research explores the sequence of content in ESP curricula to our learners’ linguistic development and to authentic situations. This study has been conducted in Alahsa College of Technology, Saudi Arabia. Methodology used was an analysis of an ESP textbook in corpus-based approach and matching the units of the textbook to students' needs analysis of observed real life situation in a car workshop. Results show that the content of the textbook, to some extent, meet the course objectives and students' needs in technical terms with some shortage in expanding the activities to be a functional simulation of an authentic environment regarding conversational and written skills. <strong></strong></p>

Impact of Podcasts as Professional Learning

2010 ◽  
Vol 2 (4) ◽  
pp. 55-67
Author(s):  
Kathleen P. King
Keyword(s):  
Instructional Design ◽  
Staff Development ◽  
Informal Learning ◽  
Instructional Strategies ◽  
Professional Learning ◽  
Data Gathering ◽  
Research Model ◽  
Research Strategies ◽  
Formal And Informal Learning ◽  
K 12

Until now, research on podcasting in education mostly examined teacher created podcasts in K-12 and higher education. This paper explores podcasts in professional learning across several genres of podcasts. Using a popular typology of podcasts, teacher created, student created and professional development podcasts (King & Gura, 2007), this paper compares, contrasts and reveals the potential of multiple educational contexts and instructional strategies, formative instructional design, interdisciplinary strategies, formal and informal learning, and effective uses of data gathering methods. The significance of the study extends from not only the extensive reach of the data gathering and production, but also the robust research model, formative and dynamic instructional design for staff development and recommendations for podcasting research strategies.

Are parrots naive realists? Kea behave as if the real and virtual worlds are continuous

2021 ◽  
Vol 17 (9) ◽  
Author(s):  
Amalia P. M. Bastos ◽  
Patrick M. Wood ◽  
Alex H. Taylor
Keyword(s):  
Virtual Environments ◽  
Virtual Worlds ◽  
Cognitive Abilities ◽  
Animal Species ◽  
Animal Cognition ◽  
Real Life ◽  
Nonhuman Animal ◽  
Physical Processes ◽  
The Real ◽  
As If

Human psychology and animal cognition have increasingly used virtual stimuli to test cognitive abilities, with the expectation that participants are ‘naive realists’, that is, that they perceive virtual environments as both equivalent and continuous with real-life equivalents. However, there have been no attempts to investigate whether nonhuman subjects in fact behave as if physical processes in the virtual and real worlds are continuous. As kea parrots have previously shown the ability to transfer knowledge between real stimuli and both images on paper and images on touchscreens, here we test whether kea behave as naive realists and so expect physical processes to be continuous between the physical and virtual worlds. We find that, unlike infants, kea do not discriminate between these two contexts, and that they do not exhibit a preference for either. Our findings therefore validate the use of virtual stimuli as a powerful tool for testing the cognition of nonhuman animal species.

scholarly journals Designing and Developing Videos for Online Learning: A Seven-Principle Model

2019 ◽  
Vol 23 (2) ◽  
Author(s):  
Chaohua Ou ◽  
David A. Joyner ◽  
Ashok K Goel
Keyword(s):  
Instructional Design ◽  
Informal Learning ◽  
Online Courses ◽  
Future Research ◽  
Graduate Course ◽  
Course Quality ◽  
Instructional Videos ◽  
Seven Principles ◽  
Formal And Informal Learning ◽  
Design Theories

Despite the ubiquitous use of instructional videos in both formal and informal learning settings, questions remain largely unanswered on how to design and develop video lessons that are often used as the primary method for delivering instruction in online courses. In this study, we experimented with a model of seven principles drawn from instructional design theories for designing and developing video lessons for an online graduate course. Feedback was collected from students through surveys on their perceptions of the effectiveness of the video lessons and the overall course quality for eight semesters. This paper shares the instructors’ experience on the design and development of the video lessons as well as the survey findings. Implications of the findings for instructional design and future research are also discussed.

Applied Training in Virtual Environments

2010 ◽  
pp. 110-123
Author(s):  
Ken Hudson
Keyword(s):  
Virtual Environments ◽  
Virtual Worlds ◽  
Second Life ◽  
Real Life ◽  
Border Crossing ◽  
Corporate Education ◽  
Training Experience ◽  
Training Environment ◽  
Training Project ◽  
Carry Over

Virtual worlds hold enormous promise for corporate education and training. From distributed collaboration that facilitates participation at a distance, to allowing trainees to experience dangerous situations first-hand without threat to personal safety, virtual worlds are a solution that offers benefits for a multitude of applications. While related to videogames, virtual worlds have different parameters of interaction that make them useful for specific location or open-ended instructional exchanges. Research suggests that participants identify quickly with roles and situations they encounter in virtual environments, that they experience virtual interactions as real events, and that those experiences carry over into real life. This paper will evaluate the attributes of a successful applied training project, the Canadian border simulation at Loyalist College, conducted in the virtual world Second Life. This simulated border crossing is used to teach port of entry interview skills to students at the college, whose test scores, engagement level, and motivation have increased substantially by utilizing this training environment. The positive results of this training experience led the Canadian Border Services Agency (CBSA) to pilot the border environment for agency recruits, with comparable results. By analyzing the various elements of this simulation, and examining the process with which it was used in the classroom, a set of best practices emerge that have wide applicability to corporate training.

scholarly journals The Lifelong Learning Iceberg of Information Systems Academics - A Study of On-Going Formal and Informal Learning by Academics

10.28945/3088 ◽  
2007 ◽  
Author(s):  
Bill Davey ◽  
Arthur Tatnall
Keyword(s):  
Information Systems ◽  
Informal Learning ◽  
Lifelong Learning ◽  
Large Scale ◽  
Academic Staff ◽  
Academic Support ◽  
Real Life ◽  
University Environment ◽  
Formal And Informal Learning ◽  
The University

This article describes a study that examined the lifelong learning of information systems academics in relation to their normal work. It begins by considering the concept of lifelong learning, its relationship to real-life learning and that lifelong learning should encompass the whole spectrum of formal, non-formal and informal learning. Most world governments had recognised the importance of support for lifelong learning. Borrowing ideas and techniques use by Livingstone in a large-scale 1998 survey of the informal learning activities of Canadian adults, the study reported in this article sought to uncover those aspects of information systems academics’ lifelong learning that might lead policy setters to understand the sources of learning valued by these academics. It could be argued that in the past the university sector was a leader in promoting the lifelong learning of its academic staff, but recent changes in the university environment around the world have moved away from this ideal and academics interviewed from many countries all report rapidly decreasing resources available for academic support. In this environment it is important to determine which learning sources are valued by information systems academic so that informed decisions can be made on support priorities.

Learning Problem-Solving Strategies in Virtual Worlds that Encourage People to Respect Human Rights

2017 ◽  
pp. 105-126
Author(s):  
Kara Bennett
Keyword(s):  
Human Rights ◽  
Instructional Design ◽  
Problem Solving ◽  
Research Methods ◽  
Virtual Worlds ◽  
Second Life ◽  
Real Life ◽  
Learning Problem ◽  
New Models ◽  
Problem Solving Strategies

This chapter will discuss educational projects for learning problem-solving strategies in virtual worlds that encourage people to respect human rights. The discussion includes philosophical issues that concern the need to design new models for virtual learning that engage a person's own ways of thinking and interacting with the educational content. For example, the instructional design for these projects is based on adapting the Think Aloud and Means-End analysis research methods for the evaluation of how learning about human rights in virtual environs might transfer to the real life community. The projects have been presented over the past eight years in the virtual worlds of Second Life and the Open Sims.

Sign in / Sign up

Export Citation Format

Share Document