Week 7: Academic journal

At present, virtual world environments have a huge potential on changing the manner in which people can interact, navigate on Internet, and make business. Due to the fact that the virtual world environments become more pervasive, it is important for the researchers to be deeply involved in the understanding of those spaces. The paper describes the main aspects met by tutors and students on working in the Second Life environment. Second Life was chosen due to the fact that provides a strong collaborative environment equipped with modern features: voice interactions, chat and instant messenger, expanding the ways of communication and the possibilities for collaboration. For many Romanian students who participated to the course, it was a unique experience - they were involved in the collaborative work, together with their colleagues from Finland, Estonia and Norway, but also engaged in learning processes that enhanced creative collaboration.

All the attempts to develop educational activities in virtual worlds - mainly in Second life - suggested that virtual 3D environments are attractive for educators and students; however, they present particular design challenges. However, some of the design suggestions are untested or have ben used in a very limited range of virtual learning environments. In this respect, a constructively approach is needed to improve virtual 3D environments for leaning and teaching. In any case, although Second Life and other virtual 3D environments have registered an increased popularity, it seems that the educational activities will not be quickly transferred in those virtual worlds. To this could happen, it is required to manage in better way virtual identities, to embrace more easily the new technologies in education and to develop proper skills to work in virtual environment. 

Working in the Second Life Environment - A Way for Enhancing Students’ Collaboration

Week 6: Academic journal

Little is known about how individuals come to relate to settings in virtual worlds (VWs), which are defined as digital environments in which individuals, groups, and even organizations interact in virtual (that is to say, nonphysical) spaces.

The article explores the role of apparent three-dimen- sional space in allowing users to interact with work tools that are virtual objects. The theory incorporates spatial concepts that can be applied to create a “place” for users in a VW. In simple terms, space is for us the sum of all places (Norberg- Schulz 1971, p. 10), whereas virtual place is defined as the perception of bounded space imbued with meaning. Researchers expand on the notion of place as the sum of associated mental representations that are created not only through social inter- actions in a virtual space, but also by manipulating virtual objects. The theory of virtual space and place (VSP) distinguishes among the concepts of space, place, and presence, and seeks to explain their interrelationships.  

The research was motivated by a desire to better understand how to employ spatial considerations to make virtual worlds more appealing. Moore et al. (2007) note the ever-increasing focus of designers on using space in VW to increase visual realism. In their search for realism, a number of designers have used three-dimensional space to build places that are visually impressive. Some technologies even offer perfectly simulated three-dimensionality. Unfortunately, the three- dimensional spaces do not offer any specific features for supporting extended interactions. The researchers created a meaningful virtual place where avatars interacted with tools as well as other avatars. Doing so made it easier and more enjoyable for participants to use the tools. They encourage VW designers notonly to work more toward an excellent, thoroughly engrossing simulation of reality that allows VW participants to experience social presence, but also toward giving them access to a warm, familiar environment that they can personalize as a function of their own cognitive preferences, as well as past interactions with objects and other participants.
  

VIRTUAL SPACE AND PLACE: THEORY AND TEST

Week 7: Second life journal

Let's witness the majestic, mesmerizing and magically memorable experience at That Place Amusement Park. This place contains a collection of coasters and curiosities.

Those are bee cars and we can ride on them and turn around.

Then, I try another kind of amusement facility which close to coasters. It is really funny. I love Second Life since it let me experience the things I do not dare to do in practical life.

There are numerous place which are interesting there. After enjoying all the items, we can also walk to the highest point and view the panorama of the park.

Week 6: Second Life Journal

Today I esscape to the vast estate and nature park of Calas Galadhon, a peaceful, romantic place to enjoy the beauty of the natural world brought into Second Life. Explore by horse, boat, fire ballon and etc.

There, I can enjoy myself by sitting on the boat and seeing gorgeous views. Second Life could always  provide us with relaxed places and we can engage in it anytime anywhere. 

Then, I try the fire ballon and have a wonderful experience that I never have before.

At last, I go to a square which near a beach. I can hear the birds and see the beautiful views with quite a few flowers. What a lovely day! I love the great feeling when I wondering in Second Life.

Week 7: Academic Blog

This week, I read an article which mainly talking about engaging students in active learning of virtual commerce by teaching in Second Life. Furthermore, it is also point out an assessment framework which is to evaluate the learning objectives and learning process of the Second Life project.

 

In this study, there were thirty-two students were divided into eight groups to study three segments of instructional development: context and learning objectives, components of the projects, and assessment.

Context and learning objectives. Learning objective is to acquire knowledge through learning process. Every students apply the acquired knowledge, skills, and abilities which represents learning units, each unit has its own goals and objectives.

Components of the projects. There are three steps in this part—prepare for the trip, enjoy the adventure and share experience.

Assessment. There are two parts in assessment—assessment of learning objectives and assessment of learning process. Then the author reflected the assessment  results on the Learner-Centered Teaching Philosophy

 

For the result, most students think this is an interesting program and could provide experience to learner. It’s also a platform which could develop the ability of innovation and interaction of students.

Furthermore, this paper presents an assessment framework which is the first one to use to evaluate the learning goals and the learning process in the education of second life projects. The author said“This assessment framework is modifiable and portable in order to be applied in similar learning context where Second Life is used as a technological portal to support teaching and learning.”

However, there are some limitations in this program. First is the limit of technology and time. Second is this program will attract students work in virtual group in future. Last is the limit of funds.

 

Schiller, S. Z. (2009). Practicing Learner-Centered Teaching: Pedagogical Design and Assessment of a Second Life Project. Journal Of Information Systems Education, 20(3), 369-381.

 

Week 7: Second Life Journal

This week, I went to a place where have lots of different themes.

I went to the Candy Land and Ballon Ride first, but there are not special. Then I went to Pirate Maze. It is an under water maze which looks very beautiful. Some places have notice card to show the road.

 

 

With walk around, you can see some note card about some halobios.

With these halobios, there are also some note cards to introduce them, including amounts, habitates and how to protect them. Because of these meaningful note crads, I like this place very much. By this, children could have interests on this. This is a good way to teach students how to protect the halobios.

Week 6: Academic Blog

This week, I read an article which mainly talking about the educational uses of Second Life in the teaching of child and youth work. Several years ago, Second Life has been used to teach students who studied in Loyalist College’s Child and Youth Worker Program.

The data collected from the students which he taught in 2007. There were 80 students who were divided into to different groups—Inter-personal course group and Group Dynamics course group. He taught both of these two groups for 3 hours per week in a 15 week semester. Each week there were 2 hours were taught in traditional ways and the other hour was in a computer lab.

In this article, the author found that by teaching in Second Life, there will no more limitation in the distance, where students are and where teachers are. Another one is there is a great number of clients in Second Life who the author’s graduates will work with which means it provide more ways to their students to contact with their clients.

However, there are some challenges which limited on-line teaching. It requires the newer computers and high speed Internet. Furthermore, students should spends some time to learn how to use Second Life. But anyway, teaching in Second Life is a necessary step to help students learning knowledge and do some practice.

 

Thompson, L. (2012). Educational Uses of Second Life in the Teaching of Child and Youth Work. Relational Child & Youth Care Practice, 25(1), 43-51.