Lurking and learning: Making learning visible in a Virtual Design Studio

This paper explores certain types of student behaviour in design courses presented through an online distance learning environment and using a virtual design studio. It demonstrates that types of behaviour often considered to be passive, and therefore negative or less valuable than obviously active behaviours, can be significant evidence of student learning. Specifically, viewing other students’ work is demonstrated to be a stronger (or equal) correlation of student success compared to any other behaviour measured in the virtual design studios studied. It is hypothesised that this activity is part of a larger set of social learning behaviours that contribute to a general social press or ‘ecology’ of studio learning. This finding has important implications for the design and implementation of virtual studios (technically and in learning design) and these are reported specifically for the interest and use of learning designers

Desenvolvimento De Objeto De Aprendizagem Para O Ensino De Anatomia Em Enfermagem

To describe the development of the learning object called "Disciplinary Complement of Anatomy" for the teaching and learning of Anatomy subject. Methods: this is a methodological study on the construction of the learning object to complement the studies in the subject, using the Analysis, Design, Development, Implementation and Evaluation model in the instructional design. Results: as a virtual class, the learning object was developed according to the steps of Analysis, Design, Development, Implementation, and Evaluation and it was implemented in Prezi@ as a virtual environment. Conclusion: the virtual class was set up in an innovative strategy that allowed autonomy in learning and managing technologies in the educational process, articulating ethics in the study of Anatomy.17686687

Implementation of an e-learning system using P2P, web and sensor technologies

This work is motivated by the need to develop decentralized P2P approaches to support learning and teaching activity in virtual universities. In this paper, we present the implementation of the JXTA-based e-learning P2P system. We also show the design and implementation of a SmartBox environment that will be used for stimulating the learners to increase the learning efficiency. The proposed e-learning P2P system is a useful tool for monitoring and controlling learnerspsila activity. We evaluate the proposed system by experimental results and show that proposed system has a good performance. In the future, we aim to use it in real virtual campus environments.Peer ReviewedPostprint (published version

The specification and design of an interactive virtual environment for use in teacher training

In this paper, we examine the rationale behind the specification and design of an interactive, virtual environment, optimized for particular task-based learning activities and the dissemination of information. The software we describe represents a typical British primary school, for use in training Information and Communications Technology (ICT)co-ordinators at primary level. By documenting our ongoing evaluation of both this resource and the technologies used in its implementation, we provide a detailed description of the production process of a prototype piece of software. This highlights the importance of pedagogy, new technologies and project management, and should be of particular interest to multimedia designers and academics preparing to develop innovative learning applications

Knowledge Construction of 3D Geometry Concepts and Processes Within a Virtual Reality Learning Environment

A consensus has emerged within the mathematics education community about the limitations of traditional approaches for teaching and learning 3D geometry. Therefore, it has been suggested that new approaches based on the use of computers need to be adopted. One such new approach that has been proposed utilises Virtual Reality Learning Environment (VRLE). This paper reports on the initial phases of a research study whose major aim is to design and evaluate a VRLE to facilitate the construction of knowledge about 3D geometry concepts and processes. This research study investigates two primary school students’ construction of 3D geometry knowledge whilst engaged within a VRLE developed by the researcher. A design experiments research methodology was employed in this study. This is research that iterates through cycles of design and research with the objective of arriving at theoretical and design principles that will have application both within and beyond the immediate research study. Therefore, the results being reported in this paper will be used to inform the modification not only of the VRLE but also of theoretical frameworks underlying the design and implementation of VRLEs

Analyzing the academic achievement of secondary virtual learners during the COVID-19 pandemic: A mixed methods case study

Secondary students from a mid-sized school district in the rural Midwest who had chosen an asynchronous learning environment during the COVID-19 pandemic were analyzed to determine predictors of academic achievement and perceptions of their learning during the pandemic. An explanatory, mixed methods case study was conducted to sequentially analyze quantitative data and qualitatively analyze their experiences. Archival data from 288 students [F(7, 281) = 20.87, p \u3c .001] was used predict grade point average (GPA) during virtual learning (M = 2.43, SD = 0.89) using a multiple linear regression (R2 = .326). This study was done to determine what factors help educators understand the variables that aide in student achievement while virtual learning. Predictor variables included race/ethnicity, sex, socioeconomic status, grade level, past attendance, past GPA, and number of parents/guardians in the home. Significant predictors were grade level, past GPA (M = 3.05), and sex. The focus of the qualitative research was on access to technology, digital literacy, attitude, motivation, and social connectedness prior to, during, and post-virtual learning. Four themes emerged. Results from this study suggest that schools should consider the type of virtual environment they provide, instructional design that includes social interaction, and professional development for staff prior to implementation of a virtual learning environment to increase achievement

A web-based learning environment exploiting 3D virtual worlds

There is no doubt that during the last few years the learning process has been greatly affected by the rapidly evolving era of information and technological development. The continuously increasing pace in computer power advancement in conjunction with new Internet technologies have led to the extensive usage of multimedia and 3D graphics, resulting to new forms of visualization, distribution and presentation of training material. The objectives of this work are to present an integrated view of interactive 3D virtual worlds used in the implementation of learning activities through the web and to analyze and design an e-learning system based on the exploitation of multimedia technologies, the Internet and 3D virtual worlds. The proposed system provides learners with an interactive 3D virtual learning environment thus enabling them to participate virtually in studying and performing simulated lab experiments for a course in Computer Graphics. Some of the aforementioned system’s highlights include the increased management and security capabilities of the virtual environment along with additional features offering simulation of various laboratory exercises

The Conflict between Constructivist and Prescriptive Learning in a Virtual Learn-Work Environment.

In: A.J. Kallenberg and M.J.J.M. van de Ven (Eds), 2002, The New Educational Benefits of ICT in Higher Education: Proceedings. Rotterdam: Erasmus Plus BV, OECR ISBN 90-9016127-9The endeavour of the Virtual Business learning concept of OTO developed at the Open University of the Netherlands, is the implementation of a new type of open learning arrangements, meeting the learning needs of today’s bachelor students at the School of Informatics. OTO is the virtual learn-work environment for a course ‘Design Project’. The constructivist and prescriptive learning elements in OTO lead to conflict situations, which in our opinion are fruitful for competence based education (CBE). OTO is the acronym for “Ontwerp Transfer Open Universiteit Nederland” (www.ou.nl/open/otonet)