Virtual (gaming) environments - cultural issues and opportunities

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<ul><li> 1. Sebastian Kelle Open University of The Netherlands Tanja Kohn University of Innsbruck </li> <li> 2. <ul><li>virtual worlds and how they can be used for learning </li></ul><ul><li>How the whole thing is being enhanced by the gaming factor? </li></ul><ul><li>cultural dimensions, key problems </li></ul>S. Kelle &amp; T. Kohn </li> <li> 3. <ul><li>Definition: </li></ul><ul><li>virtualized representation of the user to other users </li></ul><ul><li>collaborative or competitive (or both) </li></ul><ul><li>enabling social interaction </li></ul><ul><li>real-time: linear or dynamic </li></ul>S. Kelle &amp; T. Kohn </li> <li> 4. <ul><li>used for describing game elements </li></ul><ul><li>can be used for adding game characteristics to a learning scenario </li></ul><ul><li>examples: </li></ul><ul><li><ul><li>roleplaying </li></ul></li></ul><ul><li><ul><li>social interaction </li></ul></li></ul><ul><li><ul><li>shared resources </li></ul></li></ul><ul><li>pattern link: login: winterschooler passwort: winterschool </li></ul>S. Kelle &amp; T. Kohn </li> <li> 5. <ul><li><ul><li>key topic for foundation of larger range of content access </li></ul></li></ul><ul><li><ul><li>many Web pages and tools are in English but 43% of Web users do not speak English (Worldlingo, World language statistical facts, URL:, viewed 2009-01-30) </li></ul></li></ul><ul><li><ul><li>making use of virtual elements (streaming media, location independence, collaboration spaces) </li></ul></li></ul><ul><li><ul><li>or reuse of learning resources: adaptation (presentation, navigation) (Brusilovski 2001) </li></ul></li></ul>S. Kelle &amp; T. Kohn </li> <li> 6. <ul><li>language learning in virtual environments </li></ul><ul><li>different styles of learning, and different languages </li></ul><ul><li>short demonstration </li></ul><ul><li> </li></ul>S. Kelle &amp; T. Kohn </li> <li> 7. <ul><li>for example: Think about the (virtual) language learning role-play scenario: Job interview. </li></ul><ul><li>You are applicant at the Monster Winterschool formerly known as TENCompetence Winterschool - for a job as a researcher. </li></ul>S. Kelle &amp; T. Kohn </li> <li> 8. <ul><li><ul><li>initiatives like OLPC, Classmate PC, etc. are on the rise </li></ul></li></ul><ul><li><ul><li>technologies enter new markets, new local contexts, new social contexts </li></ul></li></ul><ul><li><ul><li>technologies need: </li></ul></li></ul><ul><li><ul><li>adequate infrastructures </li></ul></li></ul><ul><li><ul><li>to be maintained </li></ul></li></ul><ul><li><ul><li>to be used </li></ul></li></ul><ul><li><ul><li>to be integrated into curricula </li></ul></li></ul>S. Kelle &amp; T. Kohn </li> <li> 9. <ul><li>technological dimension </li></ul><ul><li><ul><li>infrastructure </li></ul></li></ul><ul><li><ul><li>technology and Internet access </li></ul></li></ul><ul><li><ul><li>maintenance </li></ul></li></ul><ul><li>cultural dimension </li></ul><ul><li><ul><li>language </li></ul></li></ul><ul><li><ul><li>local and social context </li></ul></li></ul><ul><li><ul><li>interaction </li></ul></li></ul><ul><li><ul><li>religion </li></ul></li></ul><ul><li><ul><li>didactic </li></ul></li></ul><ul><li>previous knowledge dimension </li></ul><ul><li><ul><li>computer literacy </li></ul></li></ul><ul><li><ul><li>competence </li></ul></li></ul>S. Kelle &amp; T. Kohn </li> <li> 10. S. Kelle &amp; T. Kohn Miguel showing the hardware of the Laptop XO </li> <li> 11. Neighbourhood - sharing Home Group - inviting </li> <li> 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 </li> <li> 13. S. Kelle &amp; T. Kohn </li> <li> 14. S. Kelle &amp; T. Kohn </li> <li> 15. <ul><li>How is the learning environment like? </li></ul><ul><li>Who uses the technology? </li></ul><ul><li>Who teaches with the technology and what background do teachers have? </li></ul><ul><li>???? </li></ul></li> <li> 16. <ul><li>for example: Think about the virtual language learning role-play scenario: Job interview. </li></ul><ul><li>You are applicant at the Monster Winterschool for a job as a researcher. </li></ul><ul><li>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. </li></ul><ul><li>Come up with game patterns that would enhance the job interview scenario so it helps learning. Mind the Infrastructural conditions. </li></ul>S. Kelle &amp; T. Kohn </li> <li> 17. <ul><li>form groups </li></ul><ul><li>group participants roles: </li></ul><ul><li><ul><li><ul><li>users (What do I think? What do I want?) </li></ul></li></ul></li></ul><ul><li><ul><li><ul><li>developers (How can I realize the wishes of the users? patterns on cards) </li></ul></li></ul></li></ul><ul><li>poster: What do we want? finding solutions/problems </li></ul><ul><li>discussion of solutions between groups regarding users and developers </li></ul><ul><li>pattern link: login: winterschooler, passwort: winterschool </li></ul>S. Kelle &amp; T. Kohn </li> </ul>


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