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Simon Bignell's Keynote Lecture at 2nd International Cyberpsychology and Computing Psychology Conference (CyComP 2012) at University of Bolton, July 2012. Abstract: Online multi-user virtual environments such as Second Life™ are computer programs populated with personalised digital avatars that offer users the potential to engage in customised lifelike learning activities. Once developed, teaching and research materials created ‘in world’ are persistent and can be accessed continuously, mashed with other online services or used for real-time group activities. The highly immersive nature of multi-user virtual worlds such as Second Life™ and the economies of scale of deployed e-learning and online research make these methods increasingly appealing across the education sector. However, developing and delivering teaching in virtual worlds is challenging, requires planning and possibly requires relinquishing much control to the learner. Likewise, doubts exist about the validity for conducting research and ethical issues remain about anonymity, avatar identity and reliability of the data produced. Within Second Life™ many Universities are using problem-based learning, simulation and role play to provide digital learning environments that are comparable to the contemporary classroom with all of the advantages of a fully immersive online/distance learning platform. Additionally, the platform offers educationalists and researchers licence to go beyond traditional pedagogic and experimental methods. Thousands of virtual world settings have be developed as highly experiential real world simulations but it is also possible to offer a ‘stripped-back’ teaching space that removes distractions from the learner’s environment and focuses on individual sequential learning. The benefits are also clear for researchers wishing to remove confounding variables from their virtual experimental space or to fully immerse their participants in a virtual context (or body) and maintain experimental control. The challenge to these innovative spaces is in realizing their potential without being bogged-down in technology. This talk follows several funded projects by the author and collaborators and plots the progress and future direction of teaching and research in these evolving online digital communities.
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By Simon Bignell (Avatar Milton Broome)Centre for Psychological Research, University of Derby, UK
The Fall and Rise of Virtual Worlds
in Online Teaching and
Research:
The Fall and Rise of Virtual Worlds
in Online Teaching and
Research:
CyComP 2012 - University of Bolton
Early Adopters, Geek Cliques and Cool
Innovation
Early Adopters, Geek Cliques and Cool
Innovation
Some Virtual ‘Worlds’
The Emergence of Virtual Worlds in Higher Education
• The Hype Cycles from Gartner provide a graphic representation of the maturity and adoption of technologies and applications.
http://www.gartner.com/
http://www.gartner.com/Gartner Hype Cycle for Education, 2009
http://www.gartner.com/Gartner Hype Cycle for Education, 2009
http://www.gartner.com/Gartner Hype Cycle for Education, 2011
http://www.gartner.com/Gartner Hype Cycle for Education, 2011
Project webpage: http://previewpsych.org/
‘JISC - Moving into Virtual Worlds - Emerging Practice in a Digital Age’
• With Aston University• JISC resources feature
commentary and reflection on pedagogical applications of virtual worlds.
Here: http://www.youtube.com/watch?v=2aTvE2OBQHc
Emerging Practice in a Digital Age JISC VIDEO http://www.jisc.ac.uk/emergeresource
“We worked as a team... this seemed much more valuable than just writing an essay of having a discussion.”“I was thinking more about the real life Psychology because the avatars represented real people with real psychological problems.”
“...the content was easy to access and the tasks very enjoyable.”
Download available here:http://previewpsych.org/BPD2.0.pdf
Best Practices DocumentBest Practices in Virtual Worlds Teaching: A guide to using problem-based learning in Second Life
Virtual Neonatal Ward: for a Developmental Psychology Module at University of Derby
Virtual Neonatal Ward: for a Developmental Psychology Module at University of Derby
Video of Neonatal Unit (1m16s): http://youtu.be/sEd9s0toHuk
Educational Visual Storylines – ‘Cartoons’
• Uses a virtual world to create educational cartoons for Teaching and Online Learning.
• Rapidly develop and deploy to modules.
• Import straight into our Virtual Learning platform.
• With Dr Rosemary Horry (Environmental Sciences, Derby), funded by the Higher Education Academy, we used Second Life to rate people’s pro-environmental behaviour and attitudes to ‘green’ issues such as recycling, energy use and resources.
• Participants reported more pro-environmental behaviour a week after seeing the videos.
Example project video (3m20s): http://youtu.be/N_0FNyUX1Uo
JISC 'Emerging Practice in a Digital Age: A guide to technology-
enhanced institutional innovation'
• A guide with the emphasis on emerging practice rather than emerging technology
Download the document here: http://www.jisc.ac.uk/media/documents/programmes/elearning/digiemerge/5_JISC_EmPDA_Derby.pdf
Using problem-based learning within 3D virtual worlds
– Published book chapter in with Dr Vanessa Parson (Sunderland University, Previously at Aston).
• Parson, V. & Bignell, S. (2011). in Hinrichs, R and Wankel, C (Eds), Transforming Virtual World Learning: Cutting-edge technologies in higher education, Vol. 4, pp. 245–265. Emerald Group Publishing Limited: Teynampet, India.
http://www.amazon.co.uk/Transforming-Learning-Cutting-edge-Technologies-Education/dp/1780520522
Websites and Blogs etc.Project Websitewww.PREVIEWPsych.org
Blog www.MiltonBroome.com
Second Life Web Portalhttp://psychology.derby.ac.uk/secondlife/
A Framework for Learning, Support and Research in Multi-User Virtual Worlds
A Framework for Learning, Support and Research in Multi-User Virtual Worlds.
• Learning and Teaching– Sound pedagogy, Blended,
Supplementary.• Support– User-oriented, Dynamic, Responsive.
• Research– Ethics, Methodology, Validity.
• The interaction between these three factors is critical for success.
A Framework for Learning, Support and Research in Multi-User Virtual Worlds
• Tools• Virtual Infrastructure, Avatars, Presenters, Gadgets,
Web Integration, Audio/Visual [Building and Scripting].
• Techniques• Inductions, Camera, Movement, Inventory,
Communion, (text, voice and video), Appearance, Groups, Mashups/Blended contents, Overcoming Resistance, Facilitating Virtually, Dealing with Disembodiment.
• Technologies• Bandwidth, GPUs, CPUs, Server-side, Lag(s), Clients,
Firewalls, Peripherals, Updates.
A Framework for Learning, Support and Research in Multi-User Virtual Worlds
How to visit the University of Derby Second Life Islands: 1)Create and avatar: http://tinyurl.com/GETAN-AVATAR2)Install Second Life: http://tinyurl.com/Download-SL 3)Teleport to us: http://tinyurl.com/DERBYSECONDLIFE
Virtual Campus Flythrough (1m6s): http://youtu.be/GQnyb87Zj0o
Simon BignellCentre for Psychological Research
University of Derby, UK
[email protected]+44 (0)1332 593043 (ext: 3043)
www.MiltonBroome.com www.PREVIEWPsych.org
