Virtual Learning Environment

Perkembangan teknologi informasi yang pesat menyebabkan terjadinya Perubahan dalam paradigma pembelajaran. Penggunaan e-learning sebagai media pembelajaran, menjadi salah satu unsur dalam Perubahan tersebut. Hal ini karena e-learning dapat mencakup kebebasan interaksi antara siswa dan instruktur, atau antar sesama siswa, dalam hal keterbatasan waktu dan ruang belajar. Virtual world sebagai suatu bentuk simulasi 3D dapat menjadi salah satu alternatif dalam penerapan e-learning. Bahasan dari Penelitian ini adalah menyediakan penggunaan virtual world sebagai sarana pembelajaran virtual (virtual learning)

Virtual Reality Interactive Learning Environment

Open Building Manufacturing (ManuBuild) aims to promote the European construction industry beyond the state of the art. However, this requires the different stakeholders to be well informed of what ‘Open Building Manufacturing’ actually entails with respect to understanding the underlying concepts, benefits and risks. This is further challenged by the ‘traditional ways of learning’ which have been predominantly criticised for being entrenched in theories with little or no emphasis on practical issues. Experiential learning has long been suggested to overcome the problems associated with the traditional ways of learning. In this respect, it has the dual benefit of appealing to adult learner's experience base, as well as increasing the likelihood of performance change through training. On-the-job-training (OJT) is usually sought to enable ‘experiential’ learning; and it is argued to be particularly effective in complex tasks, where a great deal of independence is granted to the task performer. However, OJT has been criticised for being expensive, limited, and devoid of the actual training context. Consequently, in order to address the problems encountered with OJT, virtual reality (VR) solutions have been proposed to provide a risk free environment for learning without the ‘do-or-die’ consequences often faced on real construction projects. Since ManuBuild aims to promote the EU construction industry beyond the state of the art; training and education therefore needs also to go beyond the state of the art in order to meet future industry needs and expectations. Hence, a VR interactive learning environment was suggested for Open Building Manufacturing training to allow experiential learning to take place in a risk free environment, and consequently overcome the problems associated with OJT. This chapter discusses the development, testing, and validation of this prototype

A Surgical Virtual Learning Environment

A computer based Virtual Learning Environment is proposed for training and evaluating novice surgeons. Although this Virtual Learning Environments is thought to be useful in other learning situations as well, especially where knowledge of different complex procedures and the ability to correctly assess a complex situation is critical, in this project we specifically focus on vascular surgery. This environment will be developed as part of the DIME project (Distributed Interactive Medical Exploratory). We are building this Virtual Learning Environment using a new navigational metaphor, which affords modeling the learning process, rather than focusing solely on modeling the operating room. This 'navigational metaphor' can be thought of as an semi-threedimensional interface to a database containing multimedia fragments and expert annotations of the knowledge domain under study

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

Virtual learning environment for interactive engagement with advanced quantum mechanics

A virtual learning environment can engage university students in the learning process in ways that the traditional lectures and lab formats can not. We present our virtual learning environment \emph{StudentResearcher} which incorporates simulations, multiple-choice quizzes, video lectures and gamification into a learning path for quantum mechanics at the advanced university level. \emph{StudentResearcher} is built upon the experiences gathered from workshops with the citizen science game Quantum Moves at the high-school and university level, where the games were used extensively to illustrate the basic concepts of quantum mechanics. The first test of this new virtual learning environment was a 2014 course in advanced quantum mechanics at Aarhus University with 47 enrolled students. We found increased learning for the students who were more active on the platform independent of their previous performances.Comment: 8 pages, 6 figure

Design of a group oriented, virtual learning environment

This paper presents the design and implementation of a group oriented, decentralised, virtual learning settings where students meet in groups of 3 –5 people at different locations all over the world and communicate via the internet. After presenting the objective of such a didactical design the paper gives an insight into the technical implementation. It presents the advantages and disadvantages of several internet services in such a virtual setting and a way of combining these internet applications according to their special characteristics. While the role of teachers change to those of coordinators the communication process within and between the groups becomes more important – as discussed in the following chapter. The paper concludes with the presentation of two practical applications as offered by the Institute for Didactics and Economics at the Johann Wolfgang Goethe-University Frankfurt/Main (Germany) and some evaluating remarks

How to add a RADAR resource to Moodle

RADAR is fully integrated with Brookes Virtual, the Virtual Learning Environment (VLE) for Oxford Brookes University. This two-page guide explains how to search for RADAR resources and then add them to your Brookes Virtual online course

Towards Learning ‘Self’ and Emotional Knowledge in Social and Cultural Human-Agent Interactions

Original article can be found at: http://www.igi-global.com/articles/details.asp?ID=35052 Copyright IGI. Posted by permission of the publisher.This article presents research towards the development of a virtual learning environment (VLE) inhabited by intelligent virtual agents (IVAs) and modeling a scenario of inter-cultural interactions. The ultimate aim of this VLE is to allow users to reflect upon and learn about intercultural communication and collaboration. Rather than predefining the interactions among the virtual agents and scripting the possible interactions afforded by this environment, we pursue a bottomup approach whereby inter-cultural communication emerges from interactions with and among autonomous agents and the user(s). The intelligent virtual agents that are inhabiting this environment are expected to be able to broaden their knowledge about the world and other agents, which may be of different cultural backgrounds, through interactions. This work is part of a collaborative effort within a European research project called eCIRCUS. Specifically, this article focuses on our continuing research concerned with emotional knowledge learning in autobiographic social agents.Peer reviewe