From Multi-User Virtual Environment to 3D Virtual Learning Environment

While digital virtual worlds have been used in education for a number of years, advances in the capabilities and spread of technology have fed a recent boom in interest in massively multi‐user 3D virtual worlds for entertainment, and this in turn has led to a surge of interest in their educational applications. In this paper we briefly review the use of virtual worlds for education, from informal learning to formal instruction, and consider what is required to turn a virtual world from a Multi‐User Virtual Environment into a fully fledged 3D Virtual Learning Environment (VLE). In this we focus on the development of Sloodle – a system which integrates the popular 3D virtual world of Second Life with the open‐source VLE Moodle. Our intent is not simply to provide additional learning support features for Second Life, but to study more generally the ways in which integrated virtual environments can benefit teaching and learning, and this is the focus of our closing discussion

Initial evaluation and analysis of post graduate trainees use of a virtual learning environment in initial teacher training

This paper describes the initial findings of a longitudinal case study that investigates the use of a virtual learning environment to enhance the placement experience for full time post graduate certificate in education (PGCE) students. Initial teacher training (ITT) involves trainees spending approximately two thirds of their time on the course in schools (away from their peers) across a large regional area. Geographically separated trainees can feel very isolated on placement. The purpose of the VLE was to try to alleviate this sense of isolation by offering a way for trainees to maintain contact and offer mutual support to each other while on placement. A space and place for them to meet and discuss their experiences was provided by the VLE which was maintained as a resource and interactive communications site throughout the year, specifically for them to use. Data from a number of sources using a variety of methods was obtained throughout the duration of the course. This included both qualitative and quantitative methods of data collection. A preliminary analysis of the results is used to offer some insight into how this type of support might be improved for future students, by the construction of minimum pedagogical framework for initial teacher training. Each data set was analysed as a separate entity, looking for themes and patterns. Following this a comparison of the results from all data sets was conducted to determine any emerging patters from across the data. Recommendations for a pedagogical framework based around the use of ICT and VLEs on the PGCE course were then proposed as a way forward for this type of research into teaching and learning for distance based courses

An International Prospectus for Library & Information Professionals: Development, Leadership and Resources for Evolving Patron Needs

The roles of library and information professionals must change and evolve to: 1. accommodate needs of tech-savvy patrons; 2. thrive in the Commons & Library 2.0; 3. provide integrated, just-in-time services; 4. constantly update and enhance technology; 5. design appropriate library spaces for research and productivity; 6.adapt to new models of scholarly communication and publication, especially: the Open Archives Initiative and digital repositories; 7. remain abreast of national and interanational academic and legislative initiatives affecting the provision of information services and resources. Professionals will need to collaborate in: 1. Formal & informal networks – regional, national, and international; and; 2. Library staff development initiatives – regional, national, international Professionals will need to use libraries as laboratories for ongoing, lifelong training and education of patrons and of all library staff ( internal patrons ): the library is the framework in which Information Research Literacy is the curriculum . Professionals will need to remain aware of trends and challenges in their regions, the EU, the US and North America, of models which might provide inspiration and support: 1. Top Technology Trends; 2. New paradigms of professionalism; 3. Knowledge-creation and knowledge consumption; 4. The shifting balance of the physical library with the virtual-digital librar

Virtual Reference for Video Collections: System Infrastructure, User Interface and Pilot User Study

A new video-based Virtual Reference (VR) tool called VideoHelp was designed and developed to support video navigation escorting, a function that enables librarians to co-navigate a digital video with patrons in the web-based environment. A client/server infrastructure was adopted for the VideoHelp system and timestamps were used to achieve the video synchronization between the librarians and patrons. A pilot usability study of using VideoHelp prototype in video seeking was conducted and the preliminary results demonstrated that the system is easy to learn and use, and real-time assistance from virtual librarians in video navigation is desirable on a conditional basis

Collaboration and teamwork: immersion and presence in an online learning environment

In the world of OTIS, an online Internet School for occupational therapists, students from four European countries were encouraged to work collaboratively through problem-based learning by interacting with each other in a virtual semi-immersive environment. This paper describes, often in their own words, the experience of European occupational therapy students working together across national and cultural boundaries. Collaboration and teamwork were facilitated exclusively through an online environment, since the students never met each other physically during the OTIS pilot course. The aim of the paper is to explore the observations that here was little interaction between students from different tutorial groups and virtual teamwork developed in each of the cross-cultural tutorial groups. Synchronous data from the students was captured during tutorial sessions and peer-booked meetings and analysed using the qualitative constructs of ‘immersion’, ‘presence’ and ‘reflection in learning’. The findings indicate that ‘immersion’ was experienced only to a certain extent. However, both ‘presence’ and shared presence were found by the students, within their tutorial groups, to help collaboration and teamwork. Other evidence suggests that communities of interest were established. Further study is proposed to support group work in an online learning environment. It is possible to conclude that collaborative systems can be designed, which encourage students to build trust and teamwork in a cross cultural online learning environment.</p

Running a distributed virtual observatory: US Virtual Astronomical Observatory operations

Operation of the US Virtual Astronomical Observatory shares some issues with modern physical observatories, e.g., intimidating data volumes and rapid technological change, and must also address unique concerns like the lack of direct control of the underlying and scattered data resources, and the distributed nature of the observatory itself. In this paper we discuss how the VAO has addressed these challenges to provide the astronomical community with a coherent set of science-enabling tools and services. The distributed nature of our virtual observatory-with data and personnel spanning geographic, institutional and regime boundaries-is simultaneously a major operational headache and the primary science motivation for the VAO. Most astronomy today uses data from many resources. Facilitation of matching heterogeneous datasets is a fundamental reason for the virtual observatory. Key aspects of our approach include continuous monitoring and validation of VAO and VO services and the datasets provided by the community, monitoring of user requests to optimize access, caching for large datasets, and providing distributed storage services that allow user to collect results near large data repositories. Some elements are now fully implemented, while others are planned for subsequent years. The distributed nature of the VAO requires careful attention to what can be a straightforward operation at a conventional observatory, e.g., the organization of the web site or the collection and combined analysis of logs. Many of these strategies use and extend protocols developed by the international virtual observatory community.Comment: 7 pages with 2 figures included within PD

Community building and virtual teamwork in an online learning environment

In the world of OTIS, an online Internet School for occupational therapists, students from four European countries were encouraged to work collaboratively through problem based learning by interacting with each other in a virtual semi-immersive environment. This paper aims to explore the issues that there was little interaction between students from different tutorial groups and virtual teamwork developed in each of the cross cultural tutorial groups. Synchronous data from European students was captured during tutorial sessions and peer booked meetings and evidence suggests that communities of interest were established. It is possible to conclude that collaborative systems can be designed, which encourage students to build trust and teamwork in a cross cultural online learning environment. </p