Lorraine's+Day+Trip

flat Lorraine's Day Trip

Today we will head over to the other side of the Island where PedTech's 3D Virtual World is located. Much of this world is still in the experimental stages as visitors continue to research, dialogue and debate ways to effectively weave pedagogy into the design of educational virtual worlds. Researches are currently discussing this article with reference to Second Life. On our trip over the hills to the North side of the island please read this article and get ready for some hot debate when we arrive on the shores of PedTech's 3D Experimental Virtual World. //Journal Article:// ** Discussion of Pedagogical Experience and Curriculum Design with Reference to Second Life **

= Examine = Virtual Worlds are becoming increasingly more popular in business, however, they are still being underutilised in educational contexts (Dreher, Reiners, Dreher & Dreher, 2009). Some believe that there are pedagogical advantages to using 3D learning environments. Blogger ** [|Bertalan Meskó,MD] ** believes that medical education and communication between physicians and patients will be revolutionized with the tools and services of web 2.0. Have a quick look at his Blog post entitled **[|How and Why to use Second Life for Education]** as an introduction to reading the journal article. Papert's constructionist method of teaching, which is related to Piaget's constructivist learning theory and Vygotsky's socio-constructivist theory ( Ackermann, 2004 as cited in Dreher, et al., 2009 ), forms the basis for the pedagogical foundation of virtual worlds. These developmental learning theories consider knowledge creation and skill acquisition ( Woolfolk, 2006 as cited in Dreher, et al., 2009 ) as active and interrelated processes which is possible through effective development and use of virtual worlds. Please note that the journal article makes specific reference to case studies in Information Systems student projects in Second Life but that a wider application can be drawn when integrated with your ideas and knowledge.

By the end of this discussion we hope you will be able to:
 * Learning Outcomes**
 * Link specific learning activities in a 3D Virtual Environment to effective pedagogical theories.
 * Debate current issues involved in the use of virtual worlds for current educational environments.
 * Consider ways that virtual 3D educational environments can be useful in your present context.
 * Discover ways that real and virtual worlds can be integrated using emerging technologies.

= Unpackage = Consider these questions and post your response below.

**Q1 - Constructionist Pedagogy** How does constructionist pedagogy form the basis for learning in 3D virtual worlds such as Second Life?


 * Q2 - Incorporating Web Tools ** How can Second Life be used within a course along with other asynchronous and synchronous communication and collaboration tools such as forums, podcasts, twitter, blogs, wikis and phone- and video-conferencing? Be specific in the type of course and subject content.

**Q3 - Challenges** What challenges do educators face in utilizing 3D virtual learning environments? How might these be overcome? OR Why should these virtual worlds NOT be used in education?

= Toolbox =
 * __[|Second Life]__** is an online [|virtual world] developed by [|Linden Lab] . lbo

__**[|Active Worlds]**__ Since the inception of the Active Worlds technology, it has been a hit with teachers around the world. From architecture departments to science labs to ThinkQuest projects, Active Worlds has been adding new dimensions to learning for over four years. x Feel free to add tech tools, applicable to 3D virtual worlds and integrated with sound pedagogy, to ** Our Toolbox. **

= Twitter = media type="custom" key="15474004"
 * Hoot! Hoot! Have you Tweeted yet? #pedtech **

= Discussion = Add your thoughts and relate your experiences in the ** Discussion Area **. include component="comments" page="Lorraine's Day Trip" limit="40"

= ** Summary and Reflections **  = ** Summary and Reflections ** Virtual Worlds are new to many of us. It was agreed that virtual worlds, like any web tool, needs to be based in sound pedagogy. Collaboration was discovered to be one of the benefits available in virtual worlds, as well as, creating places for experiment.


 * Our best suggestions for the use of Virtual Worlds include: **


 * Avatars being immersed in storytelling allowing for more creative expression that could fuel creative expression and higher order thinking skills that are then injected into one’s own writing.
 * Virtual science labs where experiments that cannot be replicated in a secondary school lab are available to young scientists.
 * A virtual museum provides students, not in proximity of the great museums, to meet the great painters, to view their artwork, to learn from them, and to paint beside them.
 * History comes alive as students involve themselves in virtual games designed to teach history by living it.
 * Learning languages by actively participating in discussion.
 * Virtual staff meetings that involve web tools such as PowerPoint and Video to enhance the sharing of ideas, allowing for an asynchronous and blended work environment.
 * Incorporating Moodle and Virtual Worlds through a product known as Sloodle.
 * Opportunity to visit a jungle and learn about the animals that live there.


 * Virtual Worlds were recognized to have difficulties or drawbacks that need to be considered. **
 * They can be expensive and there is lack of funding.
 * They can take time to master.
 * Privacy issues need to be considered, particularly with younger students.
 * Social networking could be difficult as some people use a different alter-ego in a virtual world.
 * Bullying can occur in virtual worlds so proper support for victims and bullies need to be integrated into any learning situation.
 * The training of teachers would be a big consideration in the implementation of such technology.


 * Finally, experts in the field were referenced, and will be included in the summary exemplifying the collaborative thinking of participants and experts in considering the use of virtual worlds. **


 * Dreher, C., Reiners, T., Dreher, N., & Dreher, H. (2009) hold the view that Virtual Worlds are of particular pedagogical relevance because in such environments students are prone to explore, participate, discover new knowledge, and develop industry relevant skills with greater intrinsic motivation and autonomy.
 * Virtual worlds can provide the participant with a sense of self and presence that supports socialization and collaborative learning through this immersion (Girvan & Savage, 2010).
 * Presence - the subjective experience of being in one place or environment, even when one is physically situated in another (Dreher, C., Reiners, T., Dreher, N., & Dreher, H., 2009).
 * Dreher, C., Reiners, T., Dreher, N., & Dreher, H. (2009) recommend mixed learning environments that integrate real life learning contexts and Virtual Worlds
 * IBM has around fifty facilities in 'Second Life' and uses this to simulate project management, develop employee skills and customer interactions (MOE, 2010).
 * An article by Stanney, Mourant & Kennedy (1998) poses interesting questions about the ‘human factor’ in virtual worlds, and suggests considerations such as health and safety, human performance efficiency and social implications need to be reviewed.