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PROFESSIONAL LEARNING IN VIRTUAL WORLDS,[object Object],Lessons from the Literature ,[object Object]
Major Characteristics,[object Object],Jarmonet al., 2009, p. 175- 	major characteristic of the learning that occurred in SL was the application of learning into real life practice. ,[object Object]
Learning was enhanced by several of SL’s features combined with the project-based instructional design and included 	(a) the capacity to host social interactions 	and collaborations, (b) the capacity to allow users to test 		hypotheses actively, (c) the relevanceof their project to the 		real world, 	,[object Object],(d) the opportunity for students to use multiple 	abilities and skills, ,[object Object],(e) the stimulationof imagination, exploration 	and creativity, and ,[object Object],(f) an increased sense of personal presence 	and tangible experiences.” ,[object Object]
Benefits of learning in virtual world environments,[object Object],Telepresence  and COPRESENCETelepresence - sense of ‘being there’ and a belief in the reality of the environmentCopresence is the feeling of being there with other people, of being part of a community“The feeling of “presence” is engendered by visual representations of people (avatars) and places, and in part by combining the power of suggestion, which activates the students’ imagination in a simulated learning environment.”(Annetta et al., 2008, p. 8),[object Object]
Benefits of learning in virtual world environments,[object Object],COMMUNICATION “The heightened quality of interpersonal communications within an immersive environment can lead to connections that can strengthen the professional relationships within courses” (E. A. O'Connor, 2009, p. 229),[object Object]
SimulationsThe US military “have recognized the necessity of and benefit to embedding computer simulation as a way of training their folks in the use of critical thinking and judgment for a long time.’" (Freifeld, 2007a),[object Object]
General advice form the literature,[object Object],General adviceAppropriate technology 	computers able to handle the graphics etc	networks/servers with the speed and capacity necessary	issues will arise - create a technical assistance and 			maintenance strategyPublic or private virtual worlds	go private - public MUVEs are problematicInstructors need to develop knowledge of 	facilitation	ICT	coaching	collaboration,[object Object]
General advice,[object Object],Collaboration in MUVEs requires	- structure	- definition of roles	- timetables Etiquette	- code of behaviour - need to prepare participants for 	- 		appropriate communication, mannerisms, conventions	- problems will occur – be prepared – may need to “discipline” 		someBoot camp – the need for instructors and participants to first 	- choose and select the appearance of their avatar	- master the avatar and the environment (flying, teleporting, 		communicating etc)	- find out what MUVEs can and can’t do (especially important 		for developers and instructors),[object Object]
General advice,[object Object],Course times	- multiple times to avoid timetable clashesDocumentation and assessment	- have methods for participants to document/record and store  		assess and give feedback as per normal,[object Object]
Instructional Design,[object Object],Instructional DesignSalmon’s five stages	1. access and motivation	2. online socialisation	3. information exchange	4. knowledge construction	5. development,[object Object]
Selecting the appropriate platform,[object Object],Robbin’sprinciples for selecting appropriate platforms:	- simulation (eg flight simulator) – for learning 	highly defined procedural skill (eg surgery)  	- educational games (eg world of warcraft) – for 			performing processes to help participants 		learn and explore the implications of 			complex systems 	- multi user virtual worlds (eg second life) – for 			learning communities	- virtual situations (eg virtual practicum),[object Object]
What works well in MUVES,[object Object],Things that work well in MUVEs:	- short term group tasks	- longer term group collaboration	- virtual field trips	- class meetings and presentations	- guest speakers,[object Object]
GAMIFICATION,[object Object],Annetta et al (2010) give reasons why games are so appealing and successful:	- provide specific goals	- clear rules	- sub-goals (or levels) that, once completed, lead to 		success	- final task builds on previous learning obtained 		through achievement of sub-goals	- ultimate success depends upon demonstrating a 		specific learning/skill level that enables 			them to achieve the ultimate goal,[object Object]
GAMIFICATION,[object Object],Games based learning allows the participant to:	- obtain rewards based on achievements	- fail, evaluate and repeat	- build on previous knowledge	- control their time investment  - stop and - continue later from the same or an 				appropriate place Annettaet al (2010) ,[object Object]
GAMIFICATION,[object Object],Aldrich (2009, p.5) ,[object Object],Testing revealed significantly greater improvement for those who learnt by simulation games over those who did not.  ,[object Object],In one of the cases cited, the students who learnt using the simulation had significantly greater recall and application after 6 months.,[object Object]
GAMIFICATION,[object Object],“Games are  a more natural way to learn than traditional classrooms and are the ‘most ancient and time-honoured vehicle for education’” (Aldrich, 2009b, p. 5). ,[object Object]
GAMIFICATION,[object Object],Annetta et al (2010) also give reasons why games are so appealing and successful:,[object Object],Provide specific goals,[object Object],Clear rules,[object Object],Sub-goals (or levels) that, once completed, lead to success,[object Object],Final task builds on previous learning obtained through achievement of sub-goals,[object Object],Ultimate success depends upon demonstrating a specific learning/skill level that enables them to achieve the ultimate goal,[object Object]
GAMIFICATION,[object Object],Games based learning allows the participant to (Annetta et al (2010) :,[object Object],Obtain rewards based on achievements,[object Object],Fail, evaluate and repeat,[object Object],Build on previous knowledge,[object Object],Control their time investment  - stop and continue later from the same or an appropriate place,[object Object]
GA,[object Object]

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