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JUDITH MOLKA-DANIELSEN NETTVERKSMØTE, ÅLESUND 12-13. MAI 2011 Exploring the possibilities for learning and patient based communication.

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Presentasjon om: "JUDITH MOLKA-DANIELSEN NETTVERKSMØTE, ÅLESUND 12-13. MAI 2011 Exploring the possibilities for learning and patient based communication."— Utskrift av presentasjonen:

1 JUDITH MOLKA-DANIELSEN NETTVERKSMØTE, ÅLESUND MAI 2011 Exploring the possibilities for learning and patient based communication in Second Life

2 Points of interest for technology supported learning and knowledge sharing using virtual worlds  Pedagogical design  Student experiences of learning in virtual worlds  Real life and virtual identities  Spatial practice  Evaluation of virtual world learning

3 Virtual Worlds: Brief Introduction  Virtual worlds are 3D multi- user online computer simulated environments.  A user can be represented as an avatar, moving around and sharing world content with other avatars.  Second Life™ (publically available since 2003) is one example of a virtual world where users can experience communication, networking and shared activities, some that are not possible in the real world, such as flying (without an aircraft).

4  In virtual worlds  re-conceptualization of self is possible (self- determination).  Tasks can be designed in such a way that they realistically simulate real life communicative scenarios in the target context (i.e. language or subject).  Completion of a communicative task is a reward in itself. (motivating) Why use them for learning?

5 Three projects 1. Development of Flexible Learning Methods (Utvikling av fleksible læringsformer) – Prosjektet er e-læringsprosjekt knyttet til deltidsutdanningen i vernepleie, HiMolde. Det er behov for å utvikle nye og bedre metoder innen nettbasert gruppearbeid, i en deltidsutdanning med mange gruppeoppgaver og store avstander mellom studentene. (Brask & Molka-Danielsen, 2011) 2. Virtual spaces for building friendships and learning about lifelong disability (Virtuelle områder for å bygge vennskap og lære om livslang funksjonshemning) - Formålet med prosjektet er å vurdere effekten av Second Life, en virtuell verden, for å redusere ensomhet og øke sosiale interaksjoner som fører til vennskap for voksne med livslang funksjonshemning. (Balandin, Molka-Danielsen, & Stendal, ) 3. Using ICT to promote flexible lifelong learning in communications, health and disability (Balandin & Molka- Danielsen, 2010)

6 Project 1: Development of Flexible Learning Methods  Fasene er altså som følger:  Fase 1: Samtale (uke 5-7)  Fase 2: Samhandling (uke 9-12)  Fase 3: Samskriving (uke 17)  Fase 4: Fokusgruppeintervju (uke 18-19)  Fase 1 (uke 5-7) komme godt i gang med samtale i SL, dvs. overkomme det verste av utfordringer med teknologi og programvare, og ”lande” i et grupperom med bra lyd og brukbar kommunikasjon mellom gruppemedlemmene.  Fase 2 (uke 9-12), Samhandling, handler om å prøve ut flere av gruppearbeidets sider i SL – både faglig og sosialt. Innhenting og utveksling av informasjon, bruk av internett i SL, osv. Sosialt er det aktuelt å reise på korte turer i SL, for eksempel gå på skøyter sammen, for å bygge lagfølelse i gruppa.  Fase 3 – in progress…

7 Project 2: Virtual spaces for building friendships and learning about lifelong disability  Little research which focus on how people with lifelong disability use and interact socially in the virtual worlds, and if virtual worlds create personal value to this group of people. We do know people with lifelong disability do use virtual worlds, but we have little information on how they use virtual worlds or how they interact with others in these worlds.  During VW sessions a member of our research team would be a participant observer in various activities and social settings that the participant wants to engage within.

8 Project 3: Using ICT to promote flexible lifelong learning in communications, health and disability Social educator students need opportunities to interact with people with disability, to learn from them, to practice communication and to recognize that having a disability does not equate with having no skills to offer. Our project: Using ICT to promote flexible lifelong learning in communications, health and disability; allowed lecturers with disability to deliver lectures using video and supported student learning through reflection group meetings in a virtual setting.Using ICT to promote flexible lifelong learning in communications, health and disability

9 Ways of Teaching in Second Life  Active Learning is an approach that places responsibility on the learners working in pairs or groups while actively working with materials.  Activities can include: role play, active discussion or debates, learning by teaching exercises and other forms of cooperative and tandem learning.  Action Learning is an active learning approach that takes place in phases:  Explore & Plan context – prepare learning materials and digital media  Act on the plan – establish meeting for viewing lectures and virtual meetings  Reflection – hold reflection meetings to review, evaluate and form new meanings.

10 Explore & Plan context – prepare learning materials, network technologies and digital media

11 Collaborative Learning Objective  We used collaborative activities in SL to increase participants’ knowledge and awareness of issues associated with lifelong disability, for example using a wheelchair in a race around an island and playing football.  The participants could then use these experiences to help them reflect on what they had gained in understanding and knowledge from the lectures.  Discussions of the lectures in SL will help students to clarify and deepen the learning developed from the lectures and the activities.  The objective of reflection discussions also is to strengthen the insights that the students gain from this two part learning activity.

12 Example of questions for discussion that could follow a video lecture

13 Act on the plan – establish meeting for viewing lectures and virtual meetings

14 Shared activity in SL: Wheelchair Race Everyone was given a wheelchair and explained how to “ wear ” it. The race began at the fountain. Despite given earlier instructions by that “ Everyone must go along the path at the bottom of the photo, the one by the sea, and finish at the front door of Zelli ’ s place ” and given a map to show the route, most people went off in the opposite direction of Zelli ’ s place.

15 The Wheelchair Race  The guest lecturer (a person with CP in real life) was the first avatar to arrive at Zelli’s place. Second came a student avatar. Several persons had to be teleported to the spot in front of Zelli’s place. Some asked how to take off the wheelchairs, and others imitated the action without asking whether to do this or not.  Some used the building teleport to go up the 3 rd floor of Zelli’s Place. Others were given teleports to arrive upstairs. Eventually everyone in the group arrived on the 3 rd floor and took seats in chairs or those with wheelchairs continued to sit in those.  %20Montmartre/197/196/30 %20Montmartre/197/196/30

16 Reflection Meeting  T: what is the best thing about learning using videos or even meeting people with disability in SL?'  S1: veldig lærerikt, vi får se det fra deres perspektiv!  S2: Det har gjort sterkt inntrykk, og det rører for det blir så nært.  S1: støtter meg til S2  S2: For en blir invitert inn i deres livsverden på en helt spesiell måte!  T: what new impressions did you get that you have not had in a lecture?  S3: I think we can relate in a different way now. In a lecture I think there is always a distance... If you understand what I mean?  T: or how might these videos help someone working as a social educators  S3: To understand what’s important for the people that we are assisting, not what we think is valid or important...  L: Yes, asking is very important, not assuming you know what is best  S3: Thats what I mean!! The reflective discussion took place by using text chat. The session leader asked open-ended questions and asked for the students to respond by text chat.

17 Shared Activity in SL: Football Match [1:41] RS-SoccerBall V1.0: GOAL BY: L [1:42] T: jeg klarer ikke å springe, hvor er worldknappen eller moveknappen? [1:42] s1: nederst på skjermen [1:43] T: Jeg har ikke moveknappen nederst på skjermen [1:47] RS-SoccerBall V1.0: GOAL BY: S1 [1:47] S1: :( (it was an own-goal) There was much laughter, verbal expressions and excitement throughout the match.

18 Reflection Meeting T2: L1 var det mulig å spille med lag kamerat i den fotball kamp?  L1: det var vanskelig å manøvrere  L2: greide ikke helt å mestre fotballen, men det er vanlig for meg. var ikke med på rullestol. greide ikke å springe.  S1: det var vanskelig å bevege seg slik man ville for å treffe ballen og å få ballen i den retningen man ville T2: prøvde dere å sende ball til lag kamerat  S1: det var umulig  S2: nei, det var vanskelig nok å treffe ballen!  S1: det var vel mer å få ballen i riktig retning som var målet, og så håpe den kom i nærheten av noen man var på lag med T1: Hva mener dere studenter om SL som et redskap for bruk i undervisning i stedet for at faglærer står og underviser  S2: Jeg mener at det kan være en spennende vri, og at det kan engasjere studentene mer enn "normal" undervisning  L2: greier ikke helt å se nytten i sl. foredragene var gode, men livet i sl ble mere som en lek.  S2: Men det kommer selvfølgelig an på hvilken undervisning det gjelder  L1: ja dette er jo fremtida T2: hva har du lyst å prøve i Second Life?  S3: jeg har lyst å gå på en konsert  L1: jeg vil danse

19 Findings (Project 3)  This research validated that lectures by people with disability help meet the educational needs of the students and workers within the helping professions and can be used to promote lifelong learning among disability workers in both primary- and specialized care.  Students agreed that the lectures had provided new insights into disability, that they were useful, and that having people with disability involved made the learning process more real. They also liked having the opportunity to learn in Second Life and meet others with different experiences.

20 Research directions  Project 2 contributes to research that is needed to ascertain what benefits people with disability perceive that VW offer and what affordances are required to ensure that VW are accessible to a range of people with disability.  Further research is needed to see how virtual worlds can be affectively applied to create value and opportunities for people with disability. Potential benefits could include greater feelings of social inclusion, learning and skills acquisition.

21 Research directions  Project 3 focused on the social educator student as the learning object of the learning system. Other projects could focus on people with disability as the focus of the learning objective.  How might people with disability use virtual worlds for learning to be competent communicators? --Janis Light (1988) says characteristics of interactions intended to meet various social purposes have the goals: Expression of needs and wants, Information transfer, Social closeness, Social etiquette  Project 1 focuses on how virtual worlds may be used as a collaborative work platform for health professional. Further research is needed to discover the opportunities with different tasks. Limitations of the current technology (SL) should not discourage similar work in 3D worlds.


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