virtual (gaming) environments - cultural issues and opportunities
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Post on 22-Apr-2015
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- 1. Sebastian Kelle Open University of The Netherlands Tanja Kohn University of Innsbruck
- virtual worlds and how they can be used for learning
- How the whole thing is being enhanced by the gaming factor?
- cultural dimensions, key problems
- virtualized representation of the user to other users
- collaborative or competitive (or both)
- enabling social interaction
- real-time: linear or dynamic
- used for describing game elements
- can be used for adding game characteristics to a learning scenario
- social interaction
- shared resources
- pattern link: http://www.texec.com/patterns/collection/index.htm login: winterschooler passwort: winterschool
- key topic for foundation of larger range of content access
- many Web pages and tools are in English but 43% of Web users do not speak English (Worldlingo, World language statistical facts, URL: www.worldlingo.com/en/resources/language_statistics.html, viewed 2009-01-30)
- making use of virtual elements (streaming media, location independence, collaboration spaces)
- or reuse of learning resources: adaptation (presentation, navigation) (Brusilovski 2001)
- language learning in virtual environments
- different styles of learning, and different languages
- short demonstration
- for example: Think about the (virtual) language learning role-play scenario: Job interview.
- You are applicant at the Monster Winterschool formerly known as TENCompetence Winterschool - for a job as a researcher.
- initiatives like OLPC, Classmate PC, etc. are on the rise
- technologies enter new markets, new local contexts, new social contexts
- technologies need:
- adequate infrastructures
- to be maintained
- to be used
- to be integrated into curricula
- technological dimension
- technology and Internet access
- cultural dimension
- local and social context
- previous knowledge dimension
- computer literacy
- 10. S. Kelle & T. Kohn Miguel showing the hardware of the Laptop XO
- 11. Neighbourhood - sharing Home Group - inviting
- 12. Shancayan /Ancash 88 laptops; 6 classes, 5 teachers, 1 director, 1 caretaker Laborpampa /Ancash 14 laptops; 4 classes, 1 teacher Carhuac /Ancash 30 laptops 4 classes, 2 teachers Arahuay /Lima 120 laptops old version (1st and 2nd grade) new version (3rd-6th grade) 6 classes, 3 teachers, 1 director
- 13. S. Kelle & T. Kohn
- 14. S. Kelle & T. Kohn
- How is the learning environment like?
- Who uses the technology?
- Who teaches with the technology and what background do teachers have?
- for example: Think about the virtual language learning role-play scenario: Job interview.
- You are applicant at the Monster Winterschool for a job as a researcher.
- The Monster Winterschool is located on an iceberg near the north pole. You work on-site, so you have poor infrastructure. Most of your colleagues work from home or in a warm and nice cruise ship.
- Come up with game patterns that would enhance the job interview scenario so it helps learning. Mind the Infrastructural conditions.
- form groups
- group participants roles:
- users (What do I think? What do I want?)
- developers (How can I realize the wishes of the users? patterns on cards)
- poster: What do we want? finding solutions/problems
- discussion of solutions between groups regarding users and developers
- pattern link: http://www.texec.com/patterns/collection/index.htm login: winterschooler, passwort: winterschool
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