Education Unleashed: Participatory Culture, Education, and Innovation in Second Life

Part of the Volume on the Ecology of Games: Connecting Youth, Games, and LearningWhile virtual worlds share common technologies and audiences with games, they possess many unique characteristics. Particularly when compared to massively multiplayer online role-playing games, virtual worlds create very different learning and teaching opportunities through markets, creation, and connections to the real world, and lack of overt game goals. This chapter aims to expose a wide audience to the breadth and depth of learning occurring within Second Life (SL). From in-world classes in the scripting language to mixed-reality conferences about the future of broadcasting, a tremendous variety of both amateurs and experts are leveraging SL as a platform for education. In one sense, this isn't new since every technology is co-opted by communities for communication, but SL is different because every aspect of it was designed to encourage this co-opting, this remixing of the virtual and the real

Northern Periphery Programme Preparatory Project - Arctic Collaboration Mechanism

This final report of the ‘Northern Periphery Programme Preparatory Project – Arctic Collaboration Mechanism’ details project progress and results to date and sets out the final steps for the project. The report draws on a synthesis of past project outputs and new research and consultation. The overall aims of the project are to consider the need for improved collaboration across regional economic development programmes in the Arctic and High North, and how a collaboration mechanism can be optimally structured and delivered

Proceedings of the Conference on Production Systems and Logistics: CPSL 2022

[no abstract available

Catalog | 2014-2015 (May)

Vol. 103, No. 1 (May 2014). In its early years as the State Normal School, JSU produced a variety of publications (announcements, bulletins, and catalogs) that contain course information combined with the types of information that would later be found in yearbooks. Examples include historical information about the school, lists of enrolled students and club officers, photographs of athletic teams and literary clubs, notes on alumni, faculty and campus facilities, and more.https://digitalcommons.jsu.edu/lib_ac_bul_bulletin/1213/thumbnail.jp

A Study on the Use of Ontologies to Represent Collective Knowledge

The development of ontologies has become an area of considerable research interest over the past number of years. Domain ontologies are often developed to represent a shared understanding that in turn indicates cooperative effort by a user community. However, the structure and form that an ontology takes is predicated both on the approach of the developer and the cooperation of the user community. A shift has taken place in recent years from the use of highly specialised and expressive ontologies to simpler knowledge models, progressively developed by community contribution. It is within this context that this thesis investigates the use of ontologies as a means to representing collective knowledge. It investigates the impact of the community on the approach to and outcome of knowledge representation and compares the use of simple terminological ontologies with highly structured expressive ontologies in community-based narrative environments

Cognitive knowledge, attitude toward science, and skill development in virtual science labratories

The purpose of this quantitative, descriptive, single group, pretest posttest design study was to explore the influence of a Virtual Science Laboratory (VSL) on middle school students’ cognitive knowledge, skill development, and attitudes toward science. This study involved 2 eighth grade Physical Science classrooms at a large urban charter middle school located in Southern California. The Buoyancy and Density Test (BDT), a computer generated test, assessed students’ scientific knowledge in areas of Buoyancy and Density. The Attitude Toward Science Inventory (ATSI), a multidimensional survey assessment, measured students’ attitudes toward science in the areas of value of science in society, motivation in science, enjoyment of science, self-concept regarding science, and anxiety toward science. A Virtual Laboratory Packet (VLP), generated by the researcher, captured students’ mathematical and scientific skills. Data collection was conducted over a period of five days. BDT and ATSI assessments were administered twice: once before the Buoyancy and Density VSL to serve as baseline data (pre) and also after the VSL (post). The findings of this study revealed that students’ cognitive knowledge and attitudes toward science were positively changed as expected, however, the results from paired sample t-tests found no statistical significance. Analyses indicated that VSLs were effective in supporting students’ scientific knowledge and attitude toward science. The attitudes most changed were value of science in society and enjoyment of science with mean differences of 1.71 and 0.88, respectively. Researchers and educational practitioners are urged to further examine VSLs, covering a variety of topics, with more middle school students to assess their learning outcomes. Additionally, it is recommended that publishers in charge of designing the VSLs communicate with science instructors and research practitioners to further improve the design and analytic components of these virtual learning environments. The results of this study contribute to the existing body of knowledge in an effort to raise awareness about the inclusion of VSLs in secondary science classrooms. With the advancement of technological tools in secondary science classrooms, instructional practices should consider including VSLs especially if providing real science laboratories is a challenge

A Framework for Efficient Cluster Computing Services in a Collaborative University Environment

Parallel computing techniques have become more important especially now that we have effectively reached the limit on individual processor speeds due to unacceptable levels of heat generation. Multi-core processors are already the norm and will continue to rise in terms of number of cores in the near future. However clusters of machines remain the next major step up in system performance effectively allowing vast numbers of cores to be devoted to any given problem. It is in that context that this Professional Doctorate thesis and Portfolio exists. Most parallel or cluster based software is custom built for an application using techniques such as OpenMP or MPI. But what if the capability of writing such software does not exist, what if the very act of writing a new piece of software compromises the integrity of an industry standard piece of software currently being used in a research project? The first outcome was to explore how grid/cluster computing teaching and learning facilities could be made accessible to students and teaching staff alike within the Department of Computing, Engineering & Technology in order to enhance the student experience. This was achieved through the development of VCNet, a virtual technology cluster solution, based on the design of the University of Sunderland Cluster Computer (USCC) and capable of running behind a dual boot arrangement on standard teaching machines. The second outcome of this Professional Doctorate was to produce a framework for efficient cluster computing services in a collaborative university environment. Although small by national and international standards, the USCC, with its forty machines and 160 cores, packs a mighty punch in computing terms. Through the work of this doctorate, ‘supercomputer class’ performance has been successfully used in cross- disciplinary research through the development and use of the Application Framework for Computational Chemistry (AFCC). In addition, I will also discuss the contribution this doctorate has made within the context of my community of practice by enhancing both my teaching and learning contribution as well as cross-disciplinary research and application

EFL learners’ strategy use during task-based interaction in Second Life

Motivated by theoretical and pedagogical concerns that the link between second language (L2) learners’ second language acquisition (SLA) and language use in 3D multi-user virtual environments (MUVEs) is still not fully connected in current SLA literature, this study examined the patterns of English as a foreign language (EFL) learners’ employment of communication strategies during task-based interaction in Second Life (SL). Nine adult EFL learners worldwide were recruited, and they used their avatars to negotiate meaning with peers in interactional tasks via voice chat in SL. Results reveal that confirmation checks, clarification requests, and comprehension checks were the most frequently used strategies. Other types of strategy use were also discovered, such as a request for help, self-correction, and topic shift – accompanied by a metacognitive strategy and spell-out-the-word that had not been previously documented in task-based research in 3D MUVEs. This study demonstrated that SL could offer an optimal venue for EFL learners’ language acquisition to take place and prompt their cognitive processing during task-based interaction. Additionally, 3D multimodal resources afforded by SL provide additional visual support for EFL students’ input acquisition and output modifications. A call for more research on voice-based task interaction in 3D MUVEs is also needed