297,488 research outputs found

    I am here - are you there? Sense of presence and implications for virtual world design

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    We use the language of presence and place when we interact online: in our instant text messaging windows we often post: Are you there? Research indicates the importance of the sense of presence for computer-supported collaborative virtual learning. To realize the potential of virtual worlds such as Second Life, which may have advantages over conventional text-based environments, we need an understanding of design and the emergence of the sense of presence. A construct was created for the sense of presence, as a collaborative, action-based process (Spagnolli, Varotto, & Mantovani, 2003) with four dimensions (sense of place, social presence, individual agency, and mediated collaborative actions). Nine design principles were mapped against the four dimensions. The guiding question for the study\u27s exploration of the sense of presence was: In the virtual world Second Life, what is the effect on the sense of presence in collaborative learning spaces designed according to the sense of presence construct proposed, using two of the nine design principles, wayfinding and annotation? Another question of interest was: What are the relationships, if any, among the four dimensions of presence? The research utilized both quantitative and qualitative measures. Twenty learners recruited from the Graduate School of Education and Psychology at Pepperdine University carried out three assigned collaborative activities in Second Life under design conditions foregrounding each of the two design conditions, and a combination of the two. Analyses from surveys, Second Life interactions, interviews and a focus group were conducted to investigate how various designed learning environments based in the virtual world contributed to the sense of presence, and to learners\u27 ability to carry out collaborative learning. The major research findings were: (a) the construct appears robust, and future research in its application to other virtual worlds may be fruitful; (b) the experience of wayfinding (finding a path through a virtual space) resulted overall in an observed pattern of a slightly stronger sense of place; (c) the experience of annotation (building) resulted overall in an observed pattern of a slightly stronger sense of agency; and (d) there is a positive association between sense of place and sense of agency

    Place-identity and homelessness : The restorative nature of the home

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    This research aims to address deficiencies in the Place-Identity literature and establish whether the home is a central and mediating environment within this theory. An exploration of the association between homelessness and Place-Identity provides a vehicle for clarifying the psychological role of the home and in doing so an increased awareness of this social problem is promoted. Korpela\u27s (1989) and Kaplan\u27s (1983) theories on place, accentuating active self-regulatory mechanisms and restorative environments, act as a catalyst and provide a solid foundation for this current research. The extensive literature on the home highlights the different conceptions that abound and the lack of consensus regarding the impact of this environment. The environmental psychology paradigm promotes an understanding of the mutuality between people and their environments and in line with this belief it is Sixsmith\u27s (1986) model of the home emphasizing the complementarity of the physical, social and emotional components that is the most influential, raising questions as to whether privacy and socialization are central adaptive functions and whether the physical environment can create a means for them to be fostered. The accent of the research is placed on a comparative analysis between homeless and non-homeless youth aged between 12-20 living in Perth\u27s inner and outer suburbs. A random sampling procedure was used to obtain the sample (40 homeless and 40 non-homeless). An exploratory study provided some verification for the connection between Place-identity and homelessness and directed the methodology. A structured interview format was used with the instrument for the main inquiry being devised through a collaborative process with input from the researcher, administrative personnel and homeless youth. Fndings consolidate the importance of Place-Identity theory and the role places potentially have in promoting a sense of self and in maintaining self-equilibrium. An appreciation of the perceptions held of the original and current home environments by the two groups (homeless/non-homeless) suggests that it is the home that has the potential to contribute substantially to self identity. Links are made with Korpela (1989) and Kaplan (1983) demonstrating how the current home environment can reduce the impact of prior negative experiences in the original home. This finding stimulates the development and extrapolation of tentative models of Place-Identity clarifying the role of the home in creating a sense of self and maintaining self-equilibrium whilst emphasizing the importance of Promoting active self-regulation particularly pertaining to privacy and socialization. The most salient feature being the way in which these two latter qualities are stimulated by the design of homes and how they impact on self-identity. From these models an appreciation of the role of the original home as a possible causative factor for homelessness is acknowledged and importantly suggestions as to how the current home can potentially \u27break\u27 the homeless cycle proposed. The ramifications of this research extend primarily into the areas of counselling and design with the information obtained being useful for youth workers, school counsellors, parents and all concerned with youth. There are also implications for designers and architects suggesting that more conducive environments emerge from a collaborative process which encourages a shared conception of place needs. Future research is needed to broaden an understanding of the homeless group by incorporating greater numbers to include a more extensive coverage of the three types of accomodation (short, medium and long term) and those \u27on the streets\u27. Developmental influences on Place-Identity are intimated and also warrant further investigation. This research stimulates questions about the influence of places throughout the various stages of life. It creates a foundation for determining how the physical environment can be restorative for other alienated groups in society such as those in prisons, hospitals and refuges. It also lends itself to an exploration of cultural influences such as Aboriginality and Place-Identity where such information might assist integration in a similar way as a knowledge of Place-Identity might for the homeless. It is hoped that this research might prove instrumental in impacting on policy related to accommodation services for the homeless, promote an increased understanding of this issue and lead to a continuing interest in the promotion of self-identity through the physical environment

    Agent mediation and management of virtual communities: a redefinition of the traditional community concept

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    The paper explores the evolution of the concept of community in the light of computer mediated immersive virtual environments. The traditional concept of community has become strained in its attempts to capture the evolving virtual community. We believe the concept of the virtual community is of paramount importance and examine the extent to which this is being redefined to cater for it. We examine the management and mediation of such an environment and specifically the social process associated with the cohabited users. We advocate the use of multi-agent systems in delivering this functionalit

    Community space in complex learning communities : lessons learnt

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    Highly complex learning communities where diverse participants collaborate to achieve multiple aims through synergy have the potential to be highly creative and productive. However the diversity and multiple aims can also mean the advantages of a community - share understand, trust and direction - are difficult to achieve, resulting in few if any of the aims being realised. We review two case studies, where the learning community is trying to achieve multiple aims, in order to explore how virtual and physical space are employed to support collaborative learning and enhance synergistic potential. The analysis shows that high levels of diversity have influenced these spaces and trends towards differentiation and holistically designed hybrid, virtual and physical, collaboration space. The characteristics of theses cases are sufficiently general to lead us to draw insights for the building of collaborative space in multi-purpose complex learning communities. These are equably applicable to learning communities which share features such as heterogeneity, multiple locations or a mixture of spaces

    When Windmills Turn Into Giants: The Conundrum of Virtual Places

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    While many papers may claim that virtual environments have much to gain from architectural and urban planning theory, few seem to specify in any verifiable or falsifiable way, how notions of place and interaction are best combined and developed for specific needs. The following is an attempt to summarize a theory of place for virtual environments and explain both the shortcomings and the advantages of this theory

    Collaborative trails in e-learning environments

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    This deliverable focuses on collaboration within groups of learners, and hence collaborative trails. We begin by reviewing the theoretical background to collaborative learning and looking at the kinds of support that computers can give to groups of learners working collaboratively, and then look more deeply at some of the issues in designing environments to support collaborative learning trails and at tools and techniques, including collaborative filtering, that can be used for analysing collaborative trails. We then review the state-of-the-art in supporting collaborative learning in three different areas – experimental academic systems, systems using mobile technology (which are also generally academic), and commercially available systems. The final part of the deliverable presents three scenarios that show where technology that supports groups working collaboratively and producing collaborative trails may be heading in the near future

    Designing electronic collaborative learning environments

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    Electronic collaborative learning environments for learning and working are in vogue. Designers design them according to their own constructivist interpretations of what collaborative learning is and what it should achieve. Educators employ them with different educational approaches and in diverse situations to achieve different ends. Students use them, sometimes very enthusiastically, but often in a perfunctory way. Finally, researchers study them and—as is usually the case when apples and oranges are compared—find no conclusive evidence as to whether or not they work, where they do or do not work, when they do or do not work and, most importantly, why, they do or do not work. This contribution presents an affordance framework for such collaborative learning environments; an interaction design procedure for designing, developing, and implementing them; and an educational affordance approach to the use of tasks in those environments. It also presents the results of three projects dealing with these three issues

    Values-Based Network Leadership in an Interconnected World

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    This paper describes values-based network leadership conceptually aligned to systems science, principles of networks, moral and ethical development, and connectivism. Values-based network leadership places importance on a leader\u27s repertoire of skills for stewarding a culture of purpose and calling among distributed teams in a globally interconnected world. Values-based network leadership is applicable for any leader needing to align interdependent effort by networks of teams operating across virtual and physical environments to achieve a collective purpose. An open-learning ecosystem is also described to help leaders address the development of strengths associated with building trust and relationships across networks of teams, aligned under a higher purpose and calling, possessing moral fiber, resilient in the face of complexity, reflectively competent to adapt as interconnected efforts evolve and change within multicultural environments, and able to figure out new ways to do something never done before

    Learning in Social Networks: Rationale and Ideas for Its Implementation in Higher Education

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    The internet has fast become a prevalent medium for collaboration between people and social networks, in particular, have gained vast popularity and relevance over the past few years. Within this framework, our paper will analyse the role played by social networks in current teaching practices. Specifically, we focus on the principles guiding the design of study activities which use social networks and we relate concrete experiences that show how they contribute to improving teaching and learning within a university environment
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