Creating teacher free learning environments in the virtual world

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<p>Slide 1</p> <p>1Hsiao-Cheng (Sandrine) Han/ Kristy Handrick University of British ColumbiaFaculty of EducationDepartment of Curriculum and Pedagogy Creating teacher-free learning environments in the virtual world: Possibilities and difficulties</p> <p>12Virtual learning environment Activity lead by instructorsDiscussions are important Time spent on building virtual learning environmentOne environment for all purposesOne environment for only 1 purposeRole of instructorDesigning virtual learning environmentLead in class activity and discussionsResearch Background Virtual learning environments are designed by educators who spend large amounts of time and money to construct them, but during non-class time I see many of these environments with very few users. This situation has led me to wonder what if we designed the virtual learning environment as a teacher-free learning environment in which students could learn at any time, even when the teacher is not around. Would this kind of virtual learning environment design change the current situation? </p> <p>23In classActive Vivid After classDeserted placeUnknown purpose With large amount of information</p> <p>Usage of virtual learning environment</p> <p>4UBC EDCP 585, visual learning in3D animated virtual worlds, course content and designDifference between 2013 &amp; 2014 courses</p> <p>Course background </p> <p>5Year 20132014Number of students9 students10 studentsStudents academic background1 Math education, 1music education, 5 civic education, 1 art education, 1 adult language education6 Art education, 1museum education, 1 educational technology, 2 math educationStudents cultural background5 students from China, 1 from Japan, 1 from Ukraine, 1 from Ghana, and 1 from Canada.2 from China, 1 from the US, 1 from Taiwan, 2 from Canada, 1 from Ghana, 1 from Iran, 1 from Pakistan, and 1 from Guatemala2013 focusCultural authenticityImagery authenticity2014 focusReal and virtual Gamified pedagogy </p> <p>Difference between 2013 course and 2014 course6Elements of a teacher-free learning environmentGamified pedagogyFrom short term goals to long term goalsRewards Showcase Practice areaStoryline Clear instructionVisual clues</p> <p>Gamified pedagogy (Han, in press) using a spiral curriculum for students to learn advanced tasks by starting with basic skills; setting clear short term and long term goals; rewarding students when they achieve each level; forming a learning community with a showcase for student work; and providing a safety net for students to explore and practice</p> <p>Gamified Pedagogy: Elements of a teacher-free learning environment 76 student chose to create teacher-free virtual learning environments. Design elements and principles StorytellingExpression trainingTexture and shapesLeadership Asia-pacific virtual museum</p> <p>Teacher-free virtual learning environment by students78Nasims Design island</p> <p>9Siobhans Storytelling island</p> <p>10Lizs Expression Training island</p> <p>11Colettes Texture and shapes island </p> <p>12Junsongs Leadership island </p> <p>13Annies Virtual Museum</p> <p>14Fun, engagingNo time limitation Pressure free assessment</p> <p>Station activities,Role play, Hands-on practiceLearning maze ShowcaseTreasure HuntAsynchronized discussion</p> <p>Possibilities of creating teacher-free virtual learning environments 15Creating storyline for courses are not easyCreating activities for courses are not easyCreating interactive objects requires higher building and scripting skillsUsers might just want to run through the process and randomly clicking, without paying attention on the course content. Users might feel lonely when they are learning in the virtual world. Difficulties of creating teacher-free virtual learning environments 16Creating teacher-free learning environments in the virtual world is not impossible.It requires some teaching experiences, imagination, creativities, careful design, and understanding gamified pedagogy. </p> <p>Conclusion 17Thank Questions? Comments?</p>