A literature review of the use of Web 2.0 tools in Higher Education

This review focuses on the use of Web 2.0 tools in Higher Education. It provides a synthesis of the research literature in the field and a series of illustrative examples of how these tools are being used in learning and teaching. It draws out the perceived benefits that these new technologies appear to offer, and highlights some of the challenges and issues surrounding their use. The review forms the basis for a HE Academy funded project, ‘Peals in the Cloud’, which is exploring how Web 2.0 tools can be used to support evidence-based practices in learning and teaching. The project has also produced two in-depth case studies, which are reported elsewhere (Galley et al., 2010, Alevizou et al., 2010). The case studies focus on evaluation of a recently developed site for learning and teaching, Cloudworks, which harnesses Web 2.0 functionality to facilitate the sharing and discussion of educational practice. The case studies aim to explore to what extent the Web 2.0 affordances of the site are successfully promoting the sharing of ideas, as well as scholarly reflections, on learning and teaching

Supporting learning activities in virtual worlds: methods, tools and evaluation

2011 - 2012Continuing advances and reduced costs in computational power, graphics and network bandwidth let 3D immersive multi‐user Virtual Worlds (VWs) become increasingly accessible while offering an improved and engaging quality of experience. Excited at the prospects of engaging their Net Generation, students and educators worldwide are attempting to exploit the affordances of three‐dimensional (3D) VWs. Environments such as Second Life (SL) are increasingly used in education, often for their flexibility in facilitating student‐directed, self‐paced learning and their communication features. Research on the educational value of VWs has revealed their potential as learning platforms. However, further studies are always needed in order to assess their effectiveness, satisfactorily and social engagement, not only in the general didactic use of the environment, but also for each specific learning subjects, activities and modality. A major question in using VWs in education is finding appropriate value‐added educational applications. The main challenge is to determine learning approaches in which learning in a VW presents added value with respect to traditional education, and to effectively utilize the third dimension to avoid using the environment simply as a communication platform. In addition, the educational VW activities become more and more sophisticated, starting from the early ones based only on information displaying and teaching resources to simulated laboratory and scenarios. The more complex the learning activities are, the more the challenge of guiding students during their learning trajectories increases and there is the need of providing them with appropriate support and guidance. The main contributions of this thesis are summarized as follows: (i) we propose an appropriate value‐added educational application that supports individual learning activities effectively exploiting the third dimension. In particular, we adopt a VW to support the learning of engineering practices based on technical drawing. The proposed system called VirtualHOP trains the students in the way of learning‐by‐doing methodology to build the required 3D objects; (ii) we enhance an helping system with the avatar appearance and AI for helping the exploration of environments and fruition of distance didactic activities in SL; (iii) we empirically evaluate the didactic value and the user perceptions concerning both the learning setting and the avatar‐based virtual assistant. The results demonstrate the usefulness of both the didactic experiences offered in SL and a positive attitude of the learners in terms of enjoyment and ease‐of‐use. [edited by author]XI n.s

Immersive virtual reality in the psychology classroom: What purpose could it serve?

This short article provides a brief overview of the most common forms of immersive virtual environments, highlighting some ways in which these have been used in other discipline areas, and ways in which they have been used in psychology research. In drawing these together it will be speculated how best to make use of this technology in psychology education, and a potential way forward will be argued for. In writing this article the purpose is not to provide a comprehensive account of the many different research areas that may contribute to adopting such a technology, but simply to provide the interested reader with a starting point and some suggestions for further reading. Overall, with developments oriented to other fields (e.g. medicine, home entertainment) and sparse research in this area, it is argued that to embrace the potentials of the technology we must first engage with where it might fit within our curriculums. The opportunity to provide practical demonstrations that may be otherwise unachievable in conventional environments seems most viable at this very early stage

Educational illustration of the historical city, education citizenship, and sustainable heritage

The Sustainable Development Goals identified by the United Nations (2030 agenda) aim to promote sustainable cities, the need to safeguard cultural heritage, and the importance of quality education. Through different projects, the DIDPATRI research group at the University of Barcelona has developed didactic iconographic models on the historical and heritage dimension of cities. Comprehensible proposals have been made by developing unique techniques and using easily accessible technologies. The working hypothesis has focused on the idea that the models of didactic iconography promote the understanding of the history of the city, and this enables educational actions and contributes to the formation of quality citizenship, aware of the importance of heritage, with a view to the sustainability of urban environments themselves. The components and the layout of the iconographic prototypes tested have been developed with the available technological variables, but, above all, they focus on the conceptual organization of the iconographic contents to show. In other words, it places greater emphasis on techniques than on subsidiary technologies for change. The development of different projects has generated models of empirical effectiveness, which methodologically have contributed to improving, in the key of sustainability, the knowledge of historical urban environments and respect for heritage. The case studies considered in this work are two of the most emblematic developed by the DIDPATRI group: the archaeological site of El Born in Barcelona, and the medieval site of La Seu de Urgell, in the Catalan Pyrenees

Games for and by Teachers and Learners

With the advent of social media it is widely accepted that teachers and learners are not only consumers but also may have an active role in contributing and co-creating lesson materials and content. Paradoxically one strand of technology enhanced learning, i.e. game-based learning, aligns only slightly to this development. Games while there to experience, explore and collaborate are almost exclusively designed by professionals. Despite, or maybe because, games are the exclusive domain of professional developers, the general impression is that games require complex technologies and that games are difficult to organise and to embed in a curriculum. This chapter will make a case that games are not necessarily the exclusive domain of game professionals. Rather than enforcing teachers to get acquainted with and use complex, technically demanding games, we will discuss approaches that teachers themselves can use to build games, make use of existing games and even one step beyond use tools or games that can be used by learners to create their own designs, e.g. games or virtual worlds

Player agency in interactive narrative: audience, actor & author

The question motivating this review paper is, how can computer-based interactive narrative be used as a constructivist learn- ing activity? The paper proposes that player agency can be used to link interactive narrative to learner agency in constructivist theory, and to classify approaches to interactive narrative. The traditional question driving research in interactive narrative is, ‘how can an in- teractive narrative deal with a high degree of player agency, while maintaining a coherent and well-formed narrative?’ This question derives from an Aristotelian approach to interactive narrative that, as the question shows, is inherently antagonistic to player agency. Within this approach, player agency must be restricted and manip- ulated to maintain the narrative. Two alternative approaches based on Brecht’s Epic Theatre and Boal’s Theatre of the Oppressed are reviewed. If a Boalian approach to interactive narrative is taken the conflict between narrative and player agency dissolves. The question that emerges from this approach is quite different from the traditional question above, and presents a more useful approach to applying in- teractive narrative as a constructivist learning activity