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- Immersive Environments – A Connectivist ApproachPublication . Loureiro, Ana; Bettencourt da Cruz, Teresa MariaWe are conducting a research project with the aim of achieving better and more efficient ways to facilitate teaching and learning in Higher Level Education. We have chosen virtual environments, with particular emphasis to Second Life® platform augmented by web 2.0 tools, to develop the study. The Second Life® environment has some interesting characteristics that captured our attention, it is immersive; it is a real world simulator; it is a social network; it allows real time communication, cooperation, collaboration and interaction; it is a safe and controlled environment. We specifically chose tools from web 2.0 that enable sharing and collaborative way of learning. Through understanding the characteristics of this learning environment, we believe that immersive learning along with other virtual tools can be integrated in today’s pedagogical practices. However, before we can apply and suggest best practices we need to get to know the virtual environments we intend to use (2D and 3D). We must characterize and understand how interactions and relationships are established, in particularly, between the users of this Multi-User Virtual Environment. We have made preliminary observations of residents’ behaviour at Second Life®, including some informal or natural learning contexts. Our analysis of those observations led strongly to theory of Connectivism approach, which is defined as a learning theory for the digital age.
- The use of virtual environments as an extended classroom – A case study with adult learners in tertiary educationPublication . Loureiro, Ana; Bettencourt da Cruz, Teresa MariaThis study was conducted in immersive 3D virtual environment Second Life®, with the support of web 2.0 tools as a complement to physical classroom - extended classroom. It was assumed that socialization is a key factor for collaborative learning and knowledge construction. The study aims to identify the variables that may influence knowledge sharing in learning contexts using virtual environments; with the aim of contributing to the improvement of learning situations using the online tools. This research is exploratory in nature and falls within the field of phenomenological studies. The study was implemented in a tertiary education institution involving regular and adult learners. We conclude that in virtual environments learners tend to feel more confident, open, participatory, creative, understanding and seem to participate in training sessions because they are indeed interested in learning. On the other hand, the possibility of providing online tutorial session allows reaching a larger number of learners. These online sessions can be established in a time and place (virtual) free of constraints and can be tailored, allowing a more effective participation from learners.