Resources
Barkand, J., & Kush, J. (2009). GEARS a 3D Virtual Learning Environment and Virtual Social and Educational World Used in Online Secondary Schools. Electronic Journal of e-Learning, 7(3), 215-224. Retrieved from EBSCOhost.
The authors discuss the widespread use of Virtual Learning Environments (VLEs) in online education environments. However, they point out that there has not been much traction of VLEs in the K-12 arena. They discuss a VLE for schools entitled Active Response Corps: The Impending Gale, which focuses on math, social studies, and language arts (in one VLE). 3D VLEs already tap into students existing motivations and allow the student to apply knowledge interactively in a multi-disciplinary format. In one study, 3D VLE was compared to a similar paper-based control group in the classroom. The VLE group guided by a constructivist approach scored 16% higher on the post-biology test vs. their paper-based counterparts. It would be interesting to know how VLE would compare to other traditional online formats. http://www.youtube.com/watch?v=OY4jofc2Ndo
The authors discuss the widespread use of Virtual Learning Environments (VLEs) in online education environments. However, they point out that there has not been much traction of VLEs in the K-12 arena. They discuss a VLE for schools entitled Active Response Corps: The Impending Gale, which focuses on math, social studies, and language arts (in one VLE). 3D VLEs already tap into students existing motivations and allow the student to apply knowledge interactively in a multi-disciplinary format. In one study, 3D VLE was compared to a similar paper-based control group in the classroom. The VLE group guided by a constructivist approach scored 16% higher on the post-biology test vs. their paper-based counterparts. It would be interesting to know how VLE would compare to other traditional online formats. http://www.youtube.com/watch?v=OY4jofc2Ndo
barkhand_2009_gears.pdf | |
File Size: | 417 kb |
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Ketelhut, D., Nelson, B. C., Clarke, J., & Dede, C. (2010). A multi-user virtual environment for building and assessing higher order inquiry skills in science. British Journal of Educational Technology, 41(1), 56-68. doi:10.1111/j.1467-8535.2009.01036.x
The authors discuss a National Science Foundation funded project that looked to create a multi-user virtual environment (MUVE) that would not only help with deep inquiry skills, but would examine a complementary virtual-based performance assessment. The target audience is the bottom third of students academically. Within the River City MUVE, students make observations, pose questions, examine info sources, use tools, plan investigations propose answers, and communicate results. Preliminary results of a longitudinal study looking at the number of data-gather events (students can observe, talk to residents, look for clues, etc) shows the number of events increasing with repeated visits). In focus groups, students claimed to feel like a scientist or detective and enjoyed the challenging independence. There is a very new field and I recently saw a talk at the International Society for Technology in Education (ISTE) presentation by Dr. Chris Dede on MUVEs. Although he was not implementing the MUVEs in a distance learning context, I think the jigsaw ideas (everyone has a different role), variable temporal and spatial characteristics of the game, and cross-collaboration within a virtual environment have a strong potential to improve student inquiry and content schools in comparison to traditional distance learning curricula.
The authors discuss a National Science Foundation funded project that looked to create a multi-user virtual environment (MUVE) that would not only help with deep inquiry skills, but would examine a complementary virtual-based performance assessment. The target audience is the bottom third of students academically. Within the River City MUVE, students make observations, pose questions, examine info sources, use tools, plan investigations propose answers, and communicate results. Preliminary results of a longitudinal study looking at the number of data-gather events (students can observe, talk to residents, look for clues, etc) shows the number of events increasing with repeated visits). In focus groups, students claimed to feel like a scientist or detective and enjoyed the challenging independence. There is a very new field and I recently saw a talk at the International Society for Technology in Education (ISTE) presentation by Dr. Chris Dede on MUVEs. Although he was not implementing the MUVEs in a distance learning context, I think the jigsaw ideas (everyone has a different role), variable temporal and spatial characteristics of the game, and cross-collaboration within a virtual environment have a strong potential to improve student inquiry and content schools in comparison to traditional distance learning curricula.
ketelhut_2010_muve.pdf | |
File Size: | 243 kb |
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Sahin, S. (2006). Computer Simulations in Science Education: Implications for Distance Education. Turkish Online Journal of Distance Education, 7(4), 1-13. Retrieved from EBSCOhost.
Dr. Sahin carried out a literature review about the use of computer simulations in science education. The literatures states that the computer simulations can contribute to conceptual change, provide open-ended experiences, provide tools for scientific inquiry, and problem solving experiences. Inquiry based curriculum can benefit from computer simulations to make science more accessible, make thinking visible, help students collaborate, and help them learn on their own. Simulations can be used to conduct expensive and sometimes hazardous experiments, but more importantly offer the ability for a lot wider audience to experience these labs. I’m especially intrigued by how much simulations are being used instead of face-to-face labs today. While this article is a bit dated (2006), it does give a good general survey of computer simulations and their role in face to face and distance education. I would be interested if there were a follow-up survey. Of course with the advent of 3-D virtual worlds, augmented reality, and other web 2.0 services, there are many added benefits for simulations in the DE arena.
Dr. Sahin carried out a literature review about the use of computer simulations in science education. The literatures states that the computer simulations can contribute to conceptual change, provide open-ended experiences, provide tools for scientific inquiry, and problem solving experiences. Inquiry based curriculum can benefit from computer simulations to make science more accessible, make thinking visible, help students collaborate, and help them learn on their own. Simulations can be used to conduct expensive and sometimes hazardous experiments, but more importantly offer the ability for a lot wider audience to experience these labs. I’m especially intrigued by how much simulations are being used instead of face-to-face labs today. While this article is a bit dated (2006), it does give a good general survey of computer simulations and their role in face to face and distance education. I would be interested if there were a follow-up survey. Of course with the advent of 3-D virtual worlds, augmented reality, and other web 2.0 services, there are many added benefits for simulations in the DE arena.
sahin_2006_computer_sim_de.pdf | |
File Size: | 208 kb |
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Winn, W., Stahr, F., Sarason, C., Fruland, R., Oppenheimer, P., & Lee, Y. (2006). Learning Oceanography from a Computer Simulation Compared with Direct Experience at Sea. Journal of Research in Science Teaching, 43(1), 25-42. Retrieved from EBSCOhost.
The authors did a study comparing how students study an introductory oceanography course through computer simulations (based on a dynamic 3-D physical oceanography model) versus a day spent on an oceanographic vessel measuring actual water quality parameters. The study had same course duration (2.5 hours) and same pre and post-test administration. Students who did not have much direct experience with the ocean benefited from the live experience by setting an overall learning context. However, the computer simulations did help students make connections to other content they learned in class. It was interesting to note that authentic, real-world computer experiences actually hindered introductory students ability to understand major concepts. I would imagine that the complexity was too much for most students akin to “drinking from a firehose.” However, I would argue that there are certain students who are more independent learners that would, in fact, flourish from this approach, especially if they showed motivation for learning the material. I wonder if there is rough diagnostic test (similar to the “Is Online Learning for me?”) to identify this potential group.
The authors did a study comparing how students study an introductory oceanography course through computer simulations (based on a dynamic 3-D physical oceanography model) versus a day spent on an oceanographic vessel measuring actual water quality parameters. The study had same course duration (2.5 hours) and same pre and post-test administration. Students who did not have much direct experience with the ocean benefited from the live experience by setting an overall learning context. However, the computer simulations did help students make connections to other content they learned in class. It was interesting to note that authentic, real-world computer experiences actually hindered introductory students ability to understand major concepts. I would imagine that the complexity was too much for most students akin to “drinking from a firehose.” However, I would argue that there are certain students who are more independent learners that would, in fact, flourish from this approach, especially if they showed motivation for learning the material. I wonder if there is rough diagnostic test (similar to the “Is Online Learning for me?”) to identify this potential group.
winn_2006_computer_sim_vs_direct_oceanography.pdf | |
File Size: | 135 kb |
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