A Pedagogy for Original Synners

Part of the Volume on Digital Young, Innovation, and the UnexpectedThis essay begins by speculating about the learning environment of the class of 2020. It takes place entirely in a virtual world, populated by simulated avatars, managed through the pedagogy of gaming. Based on this projected version of a future-now-in-formation, the authors consider the implications of the current paradigm shift that is happening at the edges of institutions of higher education. From the development of programs in multimedia literacy to the focus on the creation of hybrid learning spaces (that combine the use of virtual worlds, social networking applications, and classroom activities), the scene of learning as well as the subjects of education are changing. The figure of the Original Synner is a projection of the student-of-the-future whose foundational literacy is grounded in their ability to synthesize information from multiple information streams

Virtual Enhancement to Physical Spaces: A QR Code Based Orientation Game

University orientations are typically passive events for students, with activities that include sitting and listening to speakers and perhaps talking to others seated nearby. In this project, the authors sought to provide a more active and collaborative component to a university orientation via a team-based game that incorporated content included in a typical orientation and modeled appropriate instructional technology use. This mobile orientation game used QR codes and videos to augment the physical environment of an academic building. This paper describes the design and development process for this game, and presents the results of an evaluation conducted at the end. The game, which lasted an hour, both helped players learn more about the people and key locations within the new program they were joining and, most importantly, helped participants meet and interact with their new peers prior to the beginning of classes

Educating the Net Generation

Edited by Diana G. Oblinger and James L. Oblinger. Includes a chapter by former College at Brockport faculty member Joan K. Lippincott: Net generation students and libraries. The Net Generation has grown up with information technology. The aptitudes, attitudes, expectations, and learning styles of Net Gen students reflect the environment in which they were raised—one that is decidedly different from that which existed when faculty and administrators were growing up. This collection explores the Net Gen and the implications for institutions in areas such as teaching, service, learning space design, faculty development, and curriculum. Contributions by educators and students are included.https://digitalcommons.brockport.edu/bookshelf/1278/thumbnail.jp

Integrating Technology With Student-Centered Learning

Reviews research on technology's role in personalizing learning, its integration into curriculum-based and school- or district-wide initiatives, and the potential of emerging digital technologies to expand student-centered learning. Outlines implications

Enhancing the Teaching of Lawyering Skills and Perspectives Through Virtual World Engagement

Educators from around the globe are rapidly utilizing and transforming virtual worlds, such as Second Life, with innovative teaching strategies. Mediation and dispute resolution, and associated communication and problem-solving skills, are particularly well suited for developing in virtual worlds, as are other lawyering skills such as, interviewing, counseling, and trial advocacy. The opportunities for students and faculty to engage in cross-cultural exchange and networking are another selling feature of virtual world engagement. Virtual worlds offer particular promise for those seeking innovative and cost-effective ways to integrate more professional training and skills development into the law school curriculum. Moreover, as more and more people enter virtual worlds and other forms of online social engagement, there is increasing need to offer innovative online opportunities for student learning. This article uses a project on teaching dispute resolution skills to law students conducted in the virtual world as a medium within the law school curriculum

Emerging digital media, games and simulations: a challenge for open and distance learning

In this article we examine the state-of-the-art research related to digital media in education and evaluate the information concerning a new generation of students that are communityminded and technologically savvy, highlighting the innovative technology behind the new interaction and communication processes, and assessing the challenges for Open and Distance Learning (ODL). Where traditional distance education is based on the completion of carefully graded assignments and tests, today games, simulations and virtual environments may become safe platforms for trial and error experimentation. With games the chance of failure is high, but the cost is low and the lessons are learned immediately and with greater emotional impact. However, these conditions may become more difficult to address when the volume of users increases from small to medium, large or extra-large. Dealing effectively with tens or even hundreds of thousands of students in absentia requires following very sound organizational principles and good technical implementation, systematic monitoring of deviations from established norms, regular audition of users' comments and criticisms, careful analysis of final results. In this emerging scenario, involving digital media, games and simulations, ODL systems must have means of establishing rich connections with each member of the universe of users. In this sense we propose using a virtual space with multiple places, in ways that use the Internet, social applications, games and mobile devices to involve students in pedagogical activities

Building a virtual classroom : an education environment for the internet generation

This thesis examines the provision of learning environments that enable people to participate in high-quality learning experiences without physically travelling to classrooms and classes. New technologies enable the asynchronous web currently based on text, images, and video, to be extended to facilitate multi-channel synchronous communications. There is significant potential to enhance learning using the 3D worlds used for interactive gaming, populated by avatars representing the participants, and chat systems using text and audio channels. The purpose of this study was to investigate the development and use of 3D web-based learning environments. Staff and students from an Information Technology degree programme at one New Zealand Polytechnic participated in the study. The design and use of 3D web-based learning environments were integrated into one paper over six years. Data were collected from the teachers of this paper and the programme in which it was embedded.A survey instrument was used to collect data, along with artefacts from the software design and development plus the web-based environments created. Computer logs, and records of chat sessions were collected to enable analysis of the activities that took place in the new learning environments. Follow-up interviews were conducted with a sample of students after the completion of their study. Analysis of these data included collations of statistically significant relationships between environmental factors and the design features of the 3D web-based environments created. Results indicate that the 3D web-based environments were well received by the students and show significant potential for the future provision of learning environments. The technology has no negative impact on students’ perception of their learning environment; however, it did not have the expected positive impact on their communications with peers or teaching staff. This research suggests directions for the future development and application of 3D webbased technologies to fully enable their potential to be achieved in educational learning environments

MILO: Models of innovation in learning online at Key Stage 3 and 14-19: Final report appendices

This document contains the appendices to the main report, which presents case studies, which reflect a wide range of models of online learning, each of which has been developed for specific reasons, largely in relation to visions of how technology can transform learning, but also to solve practical problems such as re-engaging disaffected learners and coping with rising pupil numbers