Design of an immersive online crisis preparation learning environment

This paper describes the design and development of an online immersive learning environment focused on supporting the general public in awareness of, and preparation for, crisis situations. The system developed uses the PANDORA+ training environment, and integrates prior research work carried out on eLearning and Crisis Management. Specifically, it pulls together the outputs of three European funded research projects, described in the paper, which provided the authors with a rich multimedia, immersive training environment for crisis managers, experience in the management and support of a large, distributed learning exercise through a MOOC, and extensive survey information on general population awareness of crisis responses and attitudes to crisis preparation. Based on these outputs, the authors are using the PANDORA+ training environment both as a field event support tool and as a MOOC platform, to support large-scale general public crisis preparation training

Developing a public online learning environment for crisis awareness, preparation, and response

This article describes the design and development of an online immersive learning environment focused on enhancing the general public’s awareness of, and preparation for, crisis situations. This research has sought to answer the question “Is it possible to develop a timeline based immersive and engaging training environment for mass self-study education in crisis preparedness?” The system developed is based on the Pandora+ training environment and integrates original collaborative European research work carried out on eLearning and Crisis Management over the last ten years. The research reported here not only describes the design of the Pandora+ training environment but also the outputs from a pilot trial in Lisbon run by the POP-ALERT EU FP7 project. Where appropriate, the results were also compared to those from a large EU survey on crisis preparedness and attitudes, also undertaken within POP-ALERT. The results of this article have resulted in an original and innovative system that has significant potential to transform the education of the public in disaster preparedness

The Virtual University and Avatar Technology: E-learning Through Future Technology

E-learning gains increasingly importance in academic education. Beyond present distance learning technologies a new opportunity emerges by the use of advanced avatar technology. Virtual robots acting in an environment of a virtual campus offer opportunities of advanced learning experiences. Human Machine Interaction (HMI) and Artificial Intelligence (AI) can bridge time zones and ease professional constraints of mature students. Undergraduate students may use such technology to build up topics of their studies beyond taught lectures. Objectives of the paper are to research the options, extent and limitations of avatar technology for academic studies in under- and postgraduate courses and to discuss students' potential acceptance or rejection of interaction with AI. The research method is a case study based on Sir Tony Dyson's avatar technology iBot2000. Sir Tony is a worldwide acknowledged robot specialist, creator of Star Wars' R2D2, who developed in recent years the iBot2000 technology, intelligent avatars adaptable to different environments with the availability to speak up to eight different languages and capable to provide logic answers to questions asked. This technology underwent many prototypes with the latest specific goal to offer blended E-learning entering the field of the virtual 3-D university extending Web2.0 to Web3.0 (Dyson. 2009). Sir Tony included his vast experiences gained in his personal (teaching) work with children for which he received his knighthood. The data was mainly collected through interviews with Sir Tony Dyson, which helps discover the inventor’s view on why such technology is of advantage for academic studies. Based on interviews with Sir Tony, this research critically analyses the options, richness and restrictions, which avatar (iBot2000) technology may add to academic studies. The conclusion will discuss the opportunities, which avatar technology may be able to bring to learning and teaching activities, and the foreseeable limitations – the amount of resources required and the complexity to build a fully integrated virtual 3-D campus. Key Words: virtual learning, avatar technology, iBot2000, virtual universit

Identity, citizenship, and moral constructs from the virtual self

Many young people now access digital networks that include individuals very unlike them who promote different cultural, religious and ethical value systems and behaviour. Such value systems can create conflicts of expectation for young people seeking to resolve their relationship to a national citizenship in a pluralistic society, especially if they are experiencing adolescent uncertainties or a growing awareness of social inequalities. The emergence of trans-national political structures and their differing value systems, together with the rise of international tensions, have increased uncertainty about the nature of identity and entitlement to a national citizenship. This paper describes the ongoing Citizens project study of identity development in young people, using real-world scenarios to discover the values that underpin their engagement with this wider range of religious and cultural value systems and to explore personal identity, political issues and citizenship

Instructors’ Perceptions of the Opportunities and Challenges of Integrating Technology in Crisis- Prompted Online Language Instruction in the Times of COVID-19

ABSTRACT This mixed-method study investigated higher education language instructors’ experiences during the pivot from face-to-face teaching to online teaching during the stay-at-home order in the Spring of 2020. Eleven participants discussed their approach to teaching online for the first time. The present study provided a comprehensive view of language instructors\u27 use of technology, their experiences, challenges, and lessons learned during this time of online teaching. The findings from this study revealed several themes. In regard to challenges, faculty were concerned about ways to adapt technology, enhance student-instructor interaction, allocate time, and enhance student participation. For the opportunities, participants discussed ways to create a sense of community in the synchronous online classroom and effective ways to communicate with their students despite the lack of physical proximity. Participants’ final recommendations included evaluating their current instructional strategies and taking advantage of learning opportunities in their workplace. An analysis conducted using the Community of Inquiry (CoI) and Substitution Augmentation Modification Redefinition (SAMR) frameworks provided insight on how language instructors pivoted to teaching online amid a global pandemic. Each of the CoI presences offered an overview of how language instructors used different approaches to teach online. Similarly, the present study revealed that most class activities used during this time remained at the substitution level in the SAMR framework. This study concluded with recommendations for future research and specific recommendations for online language instructors. Keywords: COVID-19, higher education, online language instruction, Community of Inquiry, SAMR, social presence, cognitive presence, teaching presence, language instructors, language teaching, Zoom, challenges, opportunities, recommendations, student-instructor interaction, time, student participation, community, communication, instructional strategies, learning opportunities, effective online instruction, online language learning communities

Evaluating a Second Life PBL Demonstrator Project: What Can We Learn?

This article reports the findings of a demonstrator project to evaluate how effectively Immersive Virtual Worlds (IVWs) could support Problem-based Learning. The project designed, created and evaluated eight scenarios within Second Life (SL) for undergraduate courses in health care management and paramedic training. Evaluation was primarily qualitative, using illuminative evaluation which provided multiple perspectives through interviews, focus groups and questionnaires with designers, facilitators, learning technologists and students. Results showed that SL provided a rich, engaging environment which enhanced authenticity of the scenarios, though there were issues of access and usability. The article concludes by drawing together the lessons learned which will inform educators who seek to design and develop learning scenarios in this medium

Digital communities: context for leading learning into the future?

In 2011, a robust, on-campus, three-element Community of Practice model consisting of growing community, sharing of practice and building domain knowledge was piloted in a digital learning environment. An interim evaluation of the pilot study revealed that the three-element framework, when used in a digital environment, required a fourth element. This element, which appears to happen incidentally in the face-to-face context, is that of reflecting, reporting and revising. This paper outlines the extension of the pilot study to the national tertiary education context in order to explore the implications for the design, leadership roles, and selection of appropriate technologies to support and sustain digital communities using the four-element model

Social Virtual Reality: Neurodivergence and Inclusivity in the Metaverse

Whereas traditional teaching environments encourage lively and engaged interaction and reward extrovert qualities, introverts, and others with symptoms that make social engagement difficult, such as autism spectrum disorder (ASD), are often disadvantaged. This population is often more engaged in quieter, low-key learning environments and often does not speak up and answer questions in traditional lecture-style classes. These individuals are often passed over in school and later in their careers for not speaking up and are assumed to not be as competent as their gregarious and outgoing colleagues. With the rise of the metaverse and democratization of virtual reality (VR) technology, post-secondary education is especially poised to capitalize on the immersive learning environments social VR provides and prepare students for the future of work, where virtual collaboration will be key. This study seeks to reconsider the role of VR and the metaverse for introverts and those with ASD. The metaverse has the potential to continue the social and workplace changes already accelerated by the pandemic and open new avenues for communication and collaboration for a more inclusive audience and tomorrow

Closing the chasm between virtual and physical delivery for innovative learning spaces using learning analytics

Purpose – One of the misconceptions of teaching and learning for practical-based programmes, such as engineering, sciences, architecture, design and arts, is the necessity to deliver via face-to-face physical modality. This paper refutes this claim by providing case studies of best practices in delivering such courses and their hands-on skillsets using completely online virtual delivery that utilises different formats of 2D and 3D media and tools, supported by evidence of efficiency using learning analytics. Design/methodology/approach – The case studies were designed using pedagogical principles of constructivism and deep learning, conducted within a mixture of 2D and 3D virtual learning environments with flexible interface and tools capabilities. State-of-the-art coding and scripting techniques were also used to automate different student tasks and increase engagement. Regression and descriptive analysis methods were used for Learning Analytics. Findings – Learning analytics of all case studies demonstrated the capability to achieve course/project learning outcomes, with high engagement from students amongst peers and with tutors. Furthermore, the diverse virtual learning tools used, allowed students to display creativity and innovation efficiently analogous to physical learning. Originality/value – The synthesis of utilised media and tools within this study displays innovation and originality in combining different technology techniques to achieve an effectual learning experience. That would usually necessitate face-to-face, hands-on physical contact to perform practical tasks and receive feedback on them. Furthermore, this paper provides suggestions for future research using more advanced technologies

How can we educate future forensic scientists?

Over the past two decades, in particular, the field of forensic science has experienced a significant development bringing this ever-evolving field to the public’s attention. Forensic science education has undergone a rapid expansion in the number of courses and the number of students enrolling. This literature review aims to research the past 20 years of literature to understand what education is and has been for science as well as looking into future techniques and learning tools that may be useful for the future 20 years in particular for the future of forensic education. In science education, the classic didactic lecture and inquiry-based learning has transitioned to more technological and hands-on approaches like active lectures, practical learning, virtual reality, online learning, and problem-based learning. Literature around forensic education is very minimal with virtual reality, gamification, and online learning being the approaches commonly mentioned as the new way forward