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A review of the conceptual framework developed as part of my PhD and being used to evaluate the Theatron project
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Using a Mediated Environments Reference Model to evaluate
learners' experiences of Second LifeMark Childs
Institute of Education,University of Warwick
Using a Mediated Environments Reference Model to evaluate
learners' experiences of Second LifeMark Childs
Institute of Education,University of Warwick
Outline
• The Theatron Project• The Mediated Environments Reference Model• Preliminary Evaluation• Reflections
Epidavros
Theatre of Pompey
Added Learning Content
Mediated Environments
Diagram from Steuer ,1992; 8
“mediated environments” enable participants that are separated by distance to communicate synchronously through a mediated shared space Zhao, 2003; 445
“information is not transmitted from sender to receiver; rather mediated environments are created and then experienced” (Steuer, 1995; 37)
Why a MERM?
The need• To make sense of the literature• To structure the evaluation• To communicate the findingsThe issues• No map• Multiple disciplines• Inconsistent terminology
Newman (2005)
de Freitas and Oliver (2006; 253)
Zeltzer (1990)
Sheridan, 1992; 121-122
Steuer (1995; 40)Naimark, 1990
Dreyfus (2000; 57)
Kim and Biocca 1997
Garrison, Anderson and Archer, 2000
Becker and Mark (2002; 29)
IJsselsteijn (2005; 9)
Biocca, 1997
Knudsen, 2004; 43
Bailey, 2007; 24
Prensky, 2001;2
Heeter (1995; 200)
Badique et al (2002, 1157)
Darken and Peterson, 2002; 494
Bowman, 2002; 283
Bennett and Peachey, 2007
Bennetsen (2006)
Mor et al (2006)
Salmon (2004)
Heeter, (1992)
Savin-Baden (2008)
Experience
Learning activities
Characteristics of learner
Initial impressions
Copresence with other performers• Conveyed through voice (≡ radio)• Develops as experience of other performers
increases (more so than platform?)Social presence of performers• Conveyed through voice (and ability)• Enhanced through gestures
Initial impressions
• Presence– Limited by responsiveness of avatars– Limited by delay (compensated by experience)– Moving one’s avatar ≡ puppetry
• Works for performances where technology foregrounded (cf. telematic performance)
Reflections
• MERM useful for – developing terminology– Structuring questions and responses – a
“mediating form of representation”
• Need to consider more– Distinction in learning activities between whether
or not technology is foregrounded – Relationship between participant and avatar
(degree of automation)
Conclusion (so far)
Conclusion (so far)
Reference models are essential, but this one needs a bit more work
Contact details
• eportfolio: http://go.warwick.ac.uk/ep-edrfap• Slides: http://www.slideshare.net/markchilds• Email: [email protected]• Blog: http://blogs.warwick.ac.uk/markchilds• Machinima: http://youtube.com/user/arcp59• SL Name: Gann McGann